Unit 423 Teaching in a

Specialist Area

Sep21D

Week 2

tasnim.tutor@cecos.ac.uk
Welcome to unit 423

Introduction
&
Ice-Breaker
Submission

Formative submission: Week

Commencing 28th February 2022

28 Feb. 2022

11 Apr. 2022

Summative submission: Week

Commencing 11th April 2022
Moodle

• Assignment Brief
• EAG
• Lecture slides
 The unit aims to develop your knowledge and skills
in relation to teaching in a specialist area.

The specialist area may be a vocational (Business/

Construction) or subject area (English/Maths).

Recap It includes consideration of the aims and philosophy

of education and training in a specialist area and the
aims and structure of key sector qualifications.

It also includes curriculum issues, inclusive teaching

and learning, and evaluating and improving your
own practice in a specialist area.

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 LO1 Understand the aims and philosophy of education
and training in a specialist area.

LO2 Be able to develop specialist delivery techniques

Recap: and learning activities in own specific area.

LO3 Understand principles of inclusive teaching and

Learning learning and key curriculum issues in a specialist area.

Outcome LO4 Understand how to use resources for inclusive

teaching and learning in a specialist area.

LO5 Be able to work within a specialist area to develop

own practice.

LO6 Be able to evaluate, improve and update own

knowledge and skills in a specialist area.
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 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 1 (Task A): Research Report 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 (1000 –
1200 words)

• Task 2 (Task B): Network and report Task B (Network and Report) covering the
Assessment Criteria of 5.1, 5.2 (500 – 750 words)

• Task 3 (Task C): Reflective Account and Plan Task C (Reflective Account and Plan)
covering the Assessment Criteria of 6.1, 6.2, 6.3 (500 – 750 words)
 1.1 explain key aims of education and training in own
TASK A: specialist area

SECTION A: 1.2 analyse philosophical issues relating to education and

training in own specialist area.
Produce a
research 2.1 describe the aims and structure of key qualifications in
own specialist area

report which 2.2 describe the aims and structure of learning programmes

covers the in own specialist area

following : 4.1 analyse ways in which resources meet the individual

needs of learners. Include new and emerging technologies in
your analysis.
The Assignment- Key terms

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 In Section A, you should review current
legislation, policy and philosophy on education
and training.

Section In this context ‘key qualifications’ refers to the

levels and types of programmes offered in a
specialist area.
A: The ‘delivery of programmes’ refers to modes

Report of delivery.

New emerging technologies could include

mobile technology, social networking, virtual
learning environments etc.

Specification:
This is about finding out
about your qualification you
are teaching on, what the
name of the Awarding Body
is and how this qualification
came about. (Ref 1.1 & 1.2)
In order to complete 1.1 and 1.2, you will need to be
familiar with your course’s specification/syllabus.
Specification: a clear, detailed plan or description of
what will be taught to learners, what they should
achieve and the method of assessment.
How the course is delivered and in what order is left to
the educational establishment.
Specifications are found on the Awarding body site, and
are used to plan the curriculum in a school/college.
These are used to create a SOW and identify important
dates e.g. exams.
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1.1 Explain key aims of education and training in own specialist area

• Select a learning programme in your own specialist area and produce

• Here , you need to point out what your specialist area (subject you are teaching or going to teach)
is designed to meet.
• Include at least 4 on aims of Specialist area, e.g. specific roles and responsibilities, issues
associated with specific student requirements, relating to knowledge content, special learning
needs, specialised skills, preparation for employment.

• Add in your explanation, how your specialist subject is organised.

• Include at least 4 on specialist subject; e.g. awarding organisation requirements, up-to-date
information from employers or workplace, current professional or vocational standards (see NOS)
and legislation
 • In providing written evidence against the
outcomes for this Activity, you can write in first-
person because the explanations you are
providing are always about “…. own specialist
area”.
• For example, “my specialist subject area is
xxxxxxx.
• The key aims of this area of education and
training are…..”, etc.
• Describe appropriate vocational standards and
Activity 1.1 - Explain key legislation, professional bodies that you are
required to join as a teacher in this curriculum
aims of education and area, any qualifications and experience that you
must have, etc.
training in own specialist • For example: in further education you have the
area. LET’S WRITE Society of Education and Training and the 20
professional standards.

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 When we decide to teach a course e.g., GCSE English,
HND Business or Level 1 Construction, we need to think
of about which Awarding Body we would like to run the
course with.

Awarding An awarding body, in the United Kingdom, is an

examination board which sets examinations and awards
qualifications, such as GCSEs and A-levels. They have

Body government (Ofqual) to run and deliver courses.

Do you know the names of any awarding bodies? Name

them
• Here are the logos of some of the main awarding bodies in the United Kingdom.

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 Using the specification- fill in the table for your
specialist area
GCSE ENGLISH

Qualification and Level AQA GCSE English Language 8700

How many units Paper 1, Explorations in Creative Reading and Writing. Paper 2, Writers' Viewpoints and
Perspectives,

QAN- (shows that this is a government approved course) The Ofqual qualification accreditation number (QAN) is 601/4292/3

Guided Learn Hours (GLH) 120 hours

UCAS points Not applicable – stepping-stone for level 3

How are they assessed (exam, modules) External exams: 2 papers in June
Speaking and Listening Component: 5-minute PowerPoint to the class, recorded.

Progression (Uni, next level, names of other courses) Level 3 Course, A Level English, English Literature

Aims of the course
- First look at the syllabus if it offers a summary
- You will need to provide more detail as in what skills you are building
It enables your students to develop the skills they need to read, understand and analyses a wide
range of different texts and write clearly.
To build oracy (oral skills) so students can speak confidently in a variety of professional situations.
We will have group discussions and individual presentations.

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 Tell the class:

What What is your specialist area?

course are What course you are teaching?
you
What level is your course?
teaching?
Who is the Awarding body ?

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Peer activity

• Write a learning
programme in your own
specialist area.
• Find out aims of that
programme.
1.2 Analyse philosophical issues relating to education and training in
own specialist area

• How is your specialist subject structured? And what values, visions, ethics, knowledge, and skills
would you need to ensure adequacy in your subject area.

• Include at least 3 of the Philosophical issues, e.g. qualification framework, specialist professional
values, and visions, specific approaches to specialist knowledge, specialist work ethics.

• Which theories are relevant to your subject area? (think about how they can be used to achieve the
aims)

• Include at least 3 on Specialised education, e.g. behaviorism, humanism, constructivism and

cognitivism, experiential learning, student developmental issues, the contribution of language to
specialised learning, creative approaches
 This is where you identify the strengths and weaknesses of
how the teaching and learning is delivered.

1.2 Analyse Are their lots of demonstrations? Role plays? Visits?

philosophical Discussions?

issues Is there online learning support? Mentor support? Report

writing?

relating to
education How much experimentation is included, trying new teaching?

and training Does you qualification include work-based learning? Or is

based in some form of simulated environment such as a salon?
…
If it doesn’t, what are the weaknesses?
 Factors impacting on curriculum design

National policy

Philosophical Local issues

issues Organisational issues

Resource availability
relating to Needs of learners

education Awarding organisation requirements

and training: Educational ideology and sociological issues

Evaluations of previous curricula

Professional influences

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 Video of Learning Philosophy

(1) Why is a Learning Philosophy so important for organisations? - YouTube 22

 Example of LO1

An explanation of the key aims of An analysis of the key philosophical issues

education and training, and an analysis of
its key philosophical issues (Task 1.1, 1.2). Philosophical Strengths Weaknesses
issues
The key aims are…. The impact of
• Use the summary form the specification COVID-19 on
of what learners are expected to achieve by delivery of
completing the course. qualification.
• What are the next steps for the learners The ability of
completing the course learners to use
technology to
engage in
lessons.

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 •
There are many philosophical issues relating to
1.2 Analyse education and training.This is where Bruner and
philosophical Vygosky’s Scaffolding Learning theory come into play
to help learning. Bruner believes that we learn best in
issues relating a social environment and in this case, with guidance
from teacher and exchanging ideas with other
to education knowledgeable peer, learners can learn new skills and
develop their existing knowledge better.
and training in
own specialist • Scaffolding allows students to build confidence that
area. helps them tackle more difficult tasks. Motivation and
momentum. Scaffolding can help motivate students to
succeed. As students become more proficient, they
desire to learn more and more about the subject.

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Scafolding
Learning
26
Video of Scaffolding

(1) Scaffolding Instruction for Students - YouTube

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 Strength of Scaffolding
• In this process, learner will listen to others’ opinions, constantly
update their knowledge and adapt new skills.
• Challenges students through deep learning and discovery.
• Engages students in meaningful and dynamic discussions in
small and large classes.
• Motivates learners to become better students (learning how to
learn)
• Increases the likelihood for students to meet instructional
objectives.

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 Weakness of Scaffolding
• Scaffolding can be disadvantageous for teachers, because it
allows learners to learn at their own pace.
• It is also time-consuming; you might not have adequate time
to complete your entire scaffolding lesson.
• Teacher may be forced to cut short the time allocated for each
student in order to accommodate all learners. This can result in
frustration, and the students' urge to learn can slowly fade.

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Group
discussion

• To find out philosophical

issues relating to
education and training in
own specialist area.
 Are you writing your
evaluation on your lesson
plan? Are you evaluating your
lessons?

Do you wan to use

Showbie to add depth to
Blended Learning?
Evaluation
Please complete evaluations so you can improve in the future.

How can you engage your

What is your feedback
learners in your lessons to
from your mentor>
improve achievement?

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 Video of Good to outstanding:
David Pollicutt

https://www.youtube.com/watch?v=74BdTBKiAcQ 32
 Gravells, A. (2017) Principles & Practices of
Teaching &Training, London, Sage.

Books for Manchin, L. (2016) A Complete Guide to the

Level 5 diploma in Education & Training, 2nd

this Unit ed. St Albans, Critical publishing.

Petty, G. (2009)Teaching Today-A practice

Guide, 4th ed. UK, Nelson Thornes.
Any question?
Thank you