LO 1. Understand the aims and philosophy of education and training in a specialist area.
2024-11-15 13:19:10
LEVEL 5- DIPLOMA IN EDUCATION AND TRAINING (DET) ASSIGNMENT BRIEF
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Student name and ID:
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Assessor/s Name:
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IV Name:
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Academic Year: 2022-2023
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Centre Number: 007717
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Issue date:
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Submission date:
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Resubmission Date:
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TBC
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Week Commencing 9th January 2023
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Formative:
(LDN) Week Commencing 13th February 2023
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(BRUM) Week Commencing 20th February 2023
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Summative: Week
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Commencing 3rd April
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2023
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Unit Number and Name: J/505/1096 Unit: Teaching in a Specialist Area
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Assignment Title: Teaching in a Specialist Area
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Type of Assignment: Teaching in the Workplace
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Declaration of authenticity (to be completed by the candidate)
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Introduction
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This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector.
The unit aims to develop learners’ knowledge and skills in relation to teaching in a specialist area. The specialist area may be a vocational or subject area. It includes consideration of the aims and philosophy of education and training in a specialist area and the aims and structure of key qualifications and learning programmes qualifications available to learners. It also includes curriculum issues, inclusive teaching and learning, and evaluating and improving own practice in a specialist area.
Two lesson observations and few hours of practice are to be performed while doing this unit.
Finally, this unit will provide evidence in some form of written assignment to evidence the assessment criteria and may also contribute to some product evidence which will be lodged in the portfolio of teaching evidence.
All tasks should be presented in a professional written format and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes following the Harvard Reference Style.
All your work needs to be submitted in one file through Turnitin Submission Link in Moodle (VLE).
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Unit Learning Outcomes (LOs):
LO 1. Understand the aims and philosophy of education and training in a specialist area.
LO 2. Understand the aims and structure of key qualifications and learning programmes available to learners in a specialist area
LO 3. Understand the principles of inclusive teaching and learning and key curriculum issues in a specialist area.
LO 4. Understand how to use resources for inclusive teaching and learning in a specialist area.
LO 5. Be able to work with others within a specialist area to develop own practice
LO 6. Be able to evaluate, improve and update own knowledge and skills in a specialist area.
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Learning Outcomes
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Assessment Criteria for Pass
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1. Understand the aims and philosophy of education and training in a specialist area.
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1.1 explain key aims of education and training in own specialist area
1.2 analyse philosophical issues relating to education and training in own specialist area.
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2. Understand the aims and structure of key qualifications and learning programmes available to learners in a specialist area
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2.1 describe the aims and structure of key qualifications in own specialist area
2.2 describe the aims and structure of learning programmes in own specialist area
2.3 explain how own approach to planning and preparation for the delivery of a learning
programme in own specialist area enables its aims to be met
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3. Understand principles of inclusive teaching and learning and key curriculum issues in a specialist area.
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3.1 analyse the inclusiveness of own approach to the planning and preparation of a learning programme in own specialist area
3.2 explain how own approach to the planning and preparation of a learning programme in own specialist area takes account of key
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curriculum issues, including the role of new and emerging technologies.
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4. Understand how to use resources for inclusive teaching and learning in a specialist area.
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4.1 analyse ways in which teaching and learning resources, including new and emerging technologies, meet the individual needs of learners in own specialist area
4.2 analyse the inclusiveness of own use of teaching and learning resources in a
specialist area.
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5. Be able to work with others within a specialist area to develop own practice
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5.1 liaise with others within a specialist area to develop own practice
5.2 review the impact of liaison with other teachers and trainers within own specialist area on own practice.
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6.Be able to evaluate, improve and update own knowledge and skills in a specialist area.
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6.1 review the effectiveness of own knowledge and skills in a specialist area
6.2 identify own strengths and areas for improvement in relation to practice in a specialist area
6.3 identify opportunities to improve and update own knowledge and skills in a specialist area.
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Assignment Brief Guidance on this unit:
The assignment for this unit consists of 3 individual tasks of Task A, Task B, Task C, combined/merged into 1 (Main) file as below:
Task A: Research Report
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- Task A (Research Report with Section A & B) covering the Assessment Criteria of 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2
Task B: Network and report
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- Task B (Network and Report) covering the Assessment Criteria of 5.1, 5.2 Task C: Reflective Account and Plan
- Task C (Reflective Account and Plan) covering the Assessment Criteria of
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6.1, 6.2, 6.3
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You are also urged to complete some practice and a minimum of two hours of assessed observation of practice that has achieved the required standard of practice. It is not possible to achieve this unit without completing some hours of practice. There is no transfer of practice or assessed observations of practice allowed in this unit.
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Task A: Evidence to be handed in: One written Research report using the Harvard Reference Style of Referencing
Task A: Produce a research report which covers the following:
a) Carry out research into teaching in your own specialist area and produce the report following the guideline as below:
1.1 explain key aims of education and training in own specialist area
1.2 analyse philosophical issues relating to education and training in own specialist area.
2.1 describe the aims and structure of key qualifications in own specialist area
2.2 describe the aims and structure of learning programmes in own specialist area
4.1 analyse ways in which resources meet the individual needs of learners. Include new and emerging technologies in your analysis.
b) You are required to liaise with other teachers and trainers in your specialist area in order to produce a report. This could be in the form of a peer review, mentoring relationship, a professional network or other appropriate activities.
2.3 explain how own approach to planning and preparation for the delivery of a learning programme in own specialist area enables its aims to be met
3.2 explain how own approach to the planning and preparation of a learning programme in own specialist area takes account of key curriculum issues, including the role of new and emerging technologies.
3.1 analyse the inclusiveness of own approach to the planning and preparation of a learning programme in own specialist area
4.2 analyse the inclusiveness of own use of teaching and learning resources in a specialist area.
Your reports should be presented in a professional written format of your choice and should include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes.
In Section A, you should review current legislation, policy and philosophy on education and training. In this context ‘key qualifications’ refers to the levels and types of programmes offered in a specialist area. The ‘delivery of programmes’ refers to modes of delivery. New emerging technologies could include mobile technology, social networking, virtual learning environments etc.
In Section B, you should draw upon the teaching file as a key area of evidence to support their justification and should signpost to the documents in their report
It is envisaged that the research reports would have an estimated word count of 1000 – 1200 words, equivalent to 4-5 pages.
Task B: Evidence to be handed in: Network Planning Notes and Report using the Harvard Reference Style of Referencing (Task B)
Task B: (Network Planning Notes and Report)
You are required to liaise with other teachers and trainers in your specialist area in order to produce a report. This could be in the form of a peer review, mentoring relationship, a professional network or other appropriate activities.
Your report should include:
(5.1) a description of how you have liaised with the other teachers and trainers (5.2) a review of the impact this has had on your own practice and professional
development.
Make sure you include evidence and a description of the opportunity to network and a summary of its impact.
The report should include the strengths and areas for development that have arisen from the networking opportunity, with appropriate description of good practice and opportunities for improvement detailed.
In terms of networking, you could make arrangements to undertake professional peer observations internally or externally and also be peer reviewed. Alternatively, you could provide evidence of social networking activity by doing screen grabs with annotation.
Arrangements involving mentoring or professional networking could be evidenced through professional journal entries.
The Planning notes should include the strengths and areas for development that have arisen from the networking opportunity, with appropriate description of good practice and opportunities for improvement detailed. In terms of networking, you should consider arrangements to undertake professional peer observations internally or externally and also be peer reviewed.
Your report may be presented in any written format of your choice and must include a description of the network and a summary of its impact. It is envisaged that the report would have an estimated word count of 500 –750 words, equivalent to 2-3 pages.
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Task C: Evidence to be handed in: Reflective Account and Plan using the Harvard Reference Style of Referencing
Task C: Focusing on your practice within your specialist area, produce a
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reflective account which:
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(6.1) reviews the effectiveness of your own knowledge and
(6.2) identifies your strengths and areas for professional development.
(6.3) Produce a plan which identifies where opportunities for improving and updating your own knowledge and skills in your specialist area can be developed.
Your reflective account and plan may be presented in any written format of your choice. Linking to your Weaknesses, produce an Action Plan which identifies activities for improving and updating your own knowledge and skills in your specialist area. These should be SMART targets. (ref. 6.3).
Think about professional reading, writing lesson plans, research into current specialist curriculum developments and updating current developments, specialist staff development opportunities, awarding organisation specialist training events and online up-dates, specialist higher-level qualification opportunities, secondment, work- shadowing or work placement. It is envisaged that the reflective account and plan would have a combined estimated word count of 500-750 words, equivalent to 2-3 pages.
Please note that there is a requirement to observe and assess practice in this task.
All your work needs to be submitted in one file through Turnitin Submission Link in Moodle (VLE).
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Unit TSA- Scheme of Work
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Date (Week Commencing)
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Session No (Week No)
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Topic/ Activities
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09/01/2023
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1
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Introduction/ Course Outline/ Task A: 1.1,1.2/ILP
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16/01/2023
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2
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Task A: 2.1,2.2/ ILP/ Micro Teaching
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23/01/2023
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3
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Task A: 2.3,3.1/ ILP / Micro Teaching
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30/01/2023
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4
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Task A: 3.2,4.1, 4.2/ILP/ Micro Teaching
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06/02/2023
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5
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Finalise Task A (With Recapitulation) /
ILP
Task B: 5.1, 5.2 / Micro Teaching
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13/02/2023
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6
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Reading Week & Formative Submission
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20/02/2023
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7
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Discussion about Formative feedback (Record & Written Feedback in Turnitin- One-to-one session)
Finalise Task B (With Recapitulation) / Micro Teaching
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27/02/2023
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8
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Task C: 6.1
Discussion about Formative feedback (Record & Written Feedback in Turnitin- One-to-one session) / Micro Teaching
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06/03/2023
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9
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Task C : 6.2, 6.3
Discussion about Formative feedback (Record & Written Feedback in Turnitin- One-to-one session) / Micro Teaching
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13/03/2023
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10
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Finalise Task C (With Recapitulation)/UES/ Micro Teaching
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20/03/2023
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11
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Micro Teaching/ Finalise Task A & B
(with Recapitulation) / One to one session/ UES
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27/03/2023
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12
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Micro Teaching/ Finalise Task A, B & C
(with Recapitulation)/ One to One Session /UES
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03/04/2023
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13
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Reading Week & Summative
Submission/ Micro Teaching completion
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Suggested Resources
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials available to download at www.geoffpetty.com)
Powell S and Tummons – J Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Wiliam D – Embedded Formative Assessment, 1st Edition (Solution Tree Press, 2011) ISBN 9781934009307
Thompson G Julia - The First Year Teacher`s Survival Guide Fourth Edition and slideshow from https://www.slideshare.net/MahmoodAli32/the-first-year-teachers-survival-guide
Websites
City and Guilds Awarding Body https://www.cityandguilds.com/qualifications-and- apprenticeships/learning/teaching/6502-education-and-training#
Society of Education and Training website for updates and CPD information Geoff Petty online teaching resources and community Education and Skills Funding UK Government Policies Centre for Research in Lifelong Learning Learning and Skills Improvement Service
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