Teaching, learning and

6/1/2022 assessment in education and training

Contents
Task 1..........................................................................................................................................................3
1.1............................................................................................................................................................3
1.2............................................................................................................................................................4
1.3............................................................................................................................................................5
1.4............................................................................................................................................................5
Task 2..........................................................................................................................................................5
2.1............................................................................................................................................................6
2.2............................................................................................................................................................6
2.3............................................................................................................................................................7
2..4..........................................................................................................................................................8
Task 3..........................................................................................................................................................8
3.1............................................................................................................................................................8
3.2..........................................................................................................................................................10
3.3..........................................................................................................................................................11
3.4..........................................................................................................................................................12
3.5..........................................................................................................................................................12
Task 4........................................................................................................................................................13
4.1..........................................................................................................................................................13
4.2..........................................................................................................................................................13
4.3..........................................................................................................................................................14
Task 5........................................................................................................................................................15
5.1..........................................................................................................................................................15
5.2..........................................................................................................................................................15
5.3..........................................................................................................................................................16
5.4..........................................................................................................................................................16
5.5..........................................................................................................................................................17
5.6..........................................................................................................................................................18
5.7..........................................................................................................................................................19
Task 6........................................................................................................................................................19
6.1..........................................................................................................................................................19
6.2..........................................................................................................................................................19
 6.3..........................................................................................................................................................20
6.4..........................................................................................................................................................20
6.5..........................................................................................................................................................21
6.6..........................................................................................................................................................21
Task 7........................................................................................................................................................22
7.1..........................................................................................................................................................22
7.2..........................................................................................................................................................22
Task 8........................................................................................................................................................23
8.1..........................................................................................................................................................23
8.2..........................................................................................................................................................23
Reference..................................................................................................................................................24
 Task 1

1.1

When a student first enrolls, the Head of Centre conducts an initial interview with both the student and
the parent or career. Following the initial interview, students participate in an initial and diagnostic
exam. This process can start at any point and continue indefinitely, but all phases must be completed for
learning to be successful. As a teacher, my primary responsibility is to "contribute to great teaching and
learning experiences for students by delivering high-quality classes". If there are pupils who are Gifted
and Talented (G&T), I plan and include appropriate challenges in my planning and lessons.

For example, if there are a large number of students who are being influenced by drugs, I will expand my
plant to include drug education. I also carefully consider when to deliver the topics that are more likely
to arouse the students' motivation. PSHE is not a subject that can be graded with a simple "pass" or
"fail". Because of the personal nature of PSHEE, it cannot be graded in the same way as most other
courses. At the outset of a new topic, I ask students to complete an activity which measures their
starting points.

This could be a spider diagram, participating in a discussion or quiz, or completing a 'what do I already
know' worksheet'. Evaluation is an integral aspect of teaching, whether formally or informally. I evaluate
in a variety of ways, from reflecting on the walk home and having an informal dialogue with coworkers
to a more official process like a discussion with my line manager following a formal observation and
through my performance management.
 1.2

The Equality and Humans Rights Commission (EHRC) is a statutory body that combines a number of
important actions and legal standards that I, as a teacher, must follow and be aware of. The Equality Act
2010, which aims to defend human rights, and the SEND code of practice:. 0-25 years are two of these
statutes. Health and Safety Executive:. This is the independent national regulator for occupational
health, safety and illness (HSE, 2015).

Public Interest Disclosure Act 1998:. This act allows me to express any concerns I have about other
people's professional practices, sometimes known as 'whistleblowing'. Health and Safety at work Act
1974: This is the independent national regulator for occupational health, safety, and illness (HSE, 2015).
My Institution has a 'Data Protection Policy 2015' in place to ensure that all data is handled accurately,
securely and in accordance with the Data Protection Act 1988. This implies I have a legal obligation to
guarantee that I use and disclose information responsibly.

The DPA 1998 establishes eight fundamental principles for how information is distributed, used, and
stored, including: use fairly and lawfully; use for specific, limited purposes; use in a way that is adequate,
relevant, and not excessive. The Safeguarding Vulnerable Groups Act 2006 establishes guidelines for the
protection of children and vulnerable groups. My intuition has a safeguarding policy that aims to
contribute to the safety, well-being, assistance, and protection of the students with whom we engage.
Every two years, I must also complete my level one basic safeguarding training. I am required to be
conversant with the code of conduct and meet the necessary criteria throughout my work with my
intuition.

The Society for Education and Training (SET) is the education and training foundation's professional
membership service. SET has a code of practice that outlines the expected professional behavior and
conduct of its members, as well as obligatory conditions that must be met in order to become a
member.

1.3

Initial assessment resources for Tutors, 2017. Diagnostic assessment is a more rigorous method for
diagnosing literacy, numeracy, and pre-existing skills. Green M (2003) states that while doing an initial
assessment, "it is crucial that it is 'carried out with the learner's rather than 'done to them". The
information gathered from the initial evaluation of the students is used to create Individual Educational
Plans (IEPs). IEPs, in my opinion, serve a variety of reasons, including negotiating goals and planning
learning.

Martinez (2001) suggests having ILP dialogues with parents of younger students because this
encourages family involvement in education. The initial and diagnostic evaluation processes are critical
to the learning path, and that everyone should review them on a regular basis.

1.4

Students will have a variety of needs and requirements, and it is critical to identify and address each of
them. Identifying a specific need can occur at any moment; the most usual period is during the student
induction process; nevertheless, their circumstances can change at any time, or they may have been
hiding a need; as a result, instructors and staff must continually be on the lookout for unique
requirements.

If a learner's requirement is beyond the scope of a teacher's function, it is critical that you "send your
learner to an appropriate professional or agency if you can't deal with their needs." (Gravells, p. 57,
2014) Even if you believe it is within your teaching function, "it's important to seek guidance or send
your student to someone who can help" (Gravells, 2014, p. 57), because educational institutions have
specialists who are trained in specific areas that teachers are not or are not as well taught in. When
recommending students, some instances include contacting first responders for medical concerns,
student advice for students with financial concerns, and so on.
 Task 2

2.1

The identification of learners' needs is the first step in the teaching, learning, and assessment cycle.
"Most people learn in different ways, known as learning preferences, and what suits one learner may
not suit another," says the author. (Gravells, p. 38, 2014) Some students require modifications and
accommodations due to their unique needs; for example, I have a student with autism who requires the
assistance of a support worker.

Before the course begins, it is necessary to determine the needs of the students, which is frequently
accomplished through the use of a questionnaire. Before beginning a course, students are interviewed,
which provides an excellent opportunity to identify and discuss any course modifications that may be
necessary. There will be students with special needs when you're teaching, for example:

Health and disabilities

I must be aware of their impairment and willing to make modifications and adjustments to meet their
specific requirements, for example, I have a student with poor eyesight who requires a closer seat to the
board and larger font handouts. If I hadn't known about this student's handicap, they would have
struggled to keep up with the class material because they couldn't see it clearly.

Language barriers

I employed clear and succinct speech when instructing a group of Chinese students, speaking slowly to
allow pupils enough time to understand me and the course material. Non-English students generally find
reading easier to understand than hearing to English, hence more written content was incorporated. To
demonstrate what I was talking about, I used visuals, illustrations, and demonstrations.
 2.2

Initial Evaluation All students are entitled to an initial assessment session. Initial assessment is the
process of determining an individual's learning and support needs in order to create a personalized
learning plan that will guide their progress. To put it another way, it establishes the learner's beginning
point for their educational journey. The skills, knowledge, and competency that a learner must gain
during the course of their learning program are referred to as learning needs. Support needs are the
extra assistance that a student requires in order to overcome obstacles that could otherwise prevent
them from completing their learning program. Because it is the first stage in the learning cycle, initial
assessment is quite important. Failure to effectively identify an individual's learning needs might result
in a learning plan and program that fails to meet those needs. As a result, any later assessment of
learning and training is unlikely to reveal any advantage to the student. The first assessment process
begins at the point of entrance, with the first interaction with the potential learner, and continues until
the personalised learning plan is finalized. During the review process, additional learning and support
requirements will certainly emerge, and they should be represented in changes to individual learning
plans. The initial evaluation should be spread out across a few days or weeks. It should not be limited to
a single sitting.

The learner's initial score will indicate what level of math and English they are working towards and
what course they will be enrolled in. Diagnostic A learner's level is determined after they have
completed the initial examination. They'll next proceed to finish a diagnosis. A different type of
measurement. Its goal is to determine each student's strengths, limitations, knowledge, and skills prior
to instruction. By establishing these, the instructor will be able to remediate pupils and tailor the
program to match the individual needs of each learner. As a result, it provides a more detailed analysis
of what the student has to work on in order to accomplish the current level.
 2.3

Initial assessment: The purpose of the initial assessment is to determine the learners' starting position
and level. The initial assessment can also include English, Math, and Learning Preferences exams. With
this knowledge, the teacher will be able to develop goals with the student for the future academic year.
Gravells & Simpson, 2014:. Initial assessment may produce some broad goals that may apply to many of
the kids in your cohort.

When defining learner goals/targets, it is critical to link them to the evaluations that have taken place.
This will provide the foundations on which a goal can be created, as well as proof of why they were set.
Targets can be decided upon and recorded in collaboration between students and teachers, with a
reminder to revisit them for achievement.

2.4

At SCL (Chippenham), we use Pro Monitor to track each learner's goals via the Individual Learning Plan
(ILP). This software allows us to record and date the goals, as well as email them to the kids individually
for review and approval. Once the deadline has passed, it is critical that we examine the goals and
provide feedback to the students. If the student has met their goals, we will look to provide more in
order to help them continue to grow. If they still need time, we'll put out a development plan to help
and motivate the learner.

When considering my function as a sports lecturer, I believe this area is critical. My pupils'
comprehension and further development are critical to their growth and learning. In order to build a
learning journey, assessment and goal setting must be done appropriately by interacting with students,
understanding why the objective has been set, and offering continuous feedback.
 Task 3

3.1

The scheme of work was created with the needs of the learner, the delivery model, and internal and
external requirements in mind, and it was created to meet the needs of the learners and the curriculum
content of the session plan, using VAK=Visual, Auditory, and Kinesthetic learning styles within the
institute's policy.

Subject: Economics Year: 2022 Term: first (13

weeks)

Name of instructor: A2III Date of Preparation: may 10, 2022

Date of Revision: ______________

Time Chapters/Topics Learning Delivery Assessment modes

Unit Estimation outcomes Modes
(Week)
Conceptual Learn about Lectures, Assignments,
1
Foundations,
basic notes, audio- homework, practice,
In a pure
2 competitive economic visual media, group discussions,
market economy,,
principles, charts, graph surprise tests,
The Market Under less-than-
ideal competitive banking elaborations, presentations, case
economy: Description 3
conditions, the
systems, and and studies, and so on.
and Anaysis market economy,
Banking and demand and interactive
Monetary Circuit supply laws. dashboards
4
are all
available.
The Market Business International Lectures, Assignments,
5
Economy: Problems Fluctuations economic notes, homework, practice,
& Policies 6 Business And relations, audiovisual group discussions,
 Labor labor division, media, surprise tests,
7 Agriculture fiscal policy, charts, graph presentations, case
8 Social Security and the elaborations, studies, and so on.
Foreign Economic capitalist and
9
Relations system are all interactive
10 Fiscal Policy concepts that dashboards
Capitalism's need to be are all
11
Alternatives grasped. available.
Project 12 Research Project Submission

On the one hand, group learners' learning demands are met by a perfect balance of both
pedagogy and andragogy techniques (delivery modes). On the other hand, in order to transfer as
much knowledge as possible, a teacher-driven strategy and a learner-driven approach are
introduced.
In order to satisfy the demands of learners, the lesson plan has been altered in such a way that it
now takes up around 90 minutes and is separated into three parts. The first half (35 minutes)
focuses on teacher-led theoretical learning, while the second half (35 minutes) focuses on student-
led practical learning, with the final 20 minutes allotted to fulfill unique learning requirements,
such as special education needs.
This scheme of work met all internal and external requirements by allocating sufficient time to each area
of economics (Syllabus), providing comprehensive teaching and assessment modes, learning outcomes,
and time division while keeping in mind the learning needs of both group and individual learners.

3.2

Subject: Economics
Topic: Economical issues at local level
Duration: 2 hours
No. of Learners: 30
Teaching Aids: White board, marker, duster, lecture notes, Power point/graph
elaborations on computer
General Aims: To enable learners to gain knowledge of ongoing economic issues at local
 level
Specific Aims: To enable learners to apply theoretical economics practically in their
lives/localities and in their professional lives in order to resolve economic
issues.

Time Division: Theory (Lecture) – 35 minutes

Student activity– 35 minutes

Special education needs – 15 minutes

Ending notes – 5 minutes

- individual goals, needs and learning preferences of all learners

-
It is critical that I first comprehend curriculum requirements as well as the specific needs of all
of my students, as well as where each student stands at any given time. I'd like to know if any
pupils require additional assistance, if there are any students with special needs or family
issues to consider as to why their work isn't achieving its full potential. When creating a
teaching and learning plan, I take into account any students who have dyslexia, hearing issues,
or are visually impaired.
To meet students' requirements, I offer a variety of learning possibilities, such as employing a
variety of materials rather than relying solely on textbooks. I also use many ways of evaluation
to determine students' strengths and weaknesses, such as learning styles, available resources,
learner's intended results, and prior learning experiences. By analyzing these areas, I will
acquire a better understanding of the individual learners' learning needs, which will aid me in
developing appropriate curriculum, as well as learning and teaching tactics for them.

- curriculum requirements

This lesson plan satisfies all of the requirements of the curriculum for both group and individual
students. During the first 35 minutes, it involves all learners in the learning process, which is then
put into practice by the students in the following 35 minutes. Furthermore, 15 minutes dedicated to
special education needs satisfies the particular learner's learning requirements. This lesson plan
comes to a close with the addition of notes, references, graphics and PowerPoint presentations, as
well as any additional aid that may be required.
 3.3

As a teacher, I must prepare for the benefit of both the learner and myself, as outlined below. Learners
will be able to address their needs in class through planning, which will be beneficial to them. Teacher's
strategies determine the learners' interest in class, resulting in effective learning. Individual learners'
requirements are also met, allowing the teacher to deliver a lesson that meets the student's
expectations. This improves the students' knowledge and abilities.

A teacher's confidence is when the teacher is well-informed and has sufficient content (Gravells &
Simpson, 2014). As a teacher, I would make certain that I know and understand each and every student
to the best of my ability, without passing judgment. Equal attention will be shown to all learners in order
to avoid making any of them feel neglected, allowing them to meet their own requirements. It is critical
for the instructor to plan appropriately for the lesson. As a result, the instructor should plan ahead of
time to ensure that the student is comfortable learning from him or her.

3.4

To fulfill individual learning needs, less critical abilities could be incorporated into teaching and learning
procedures. During class, the teacher might vary the kind of assignments given to students based on
their learning styles. Students are encouraged to communicate their specific requirements through
inclusive learning, which allows teachers to modify lesson and teaching plans to match those needs. As
students participate in discussions, the instructor has the chance to assess them. Individuals can express
themselves and have their needs met during the learning process.
 3.5

Effective communication among learners and students in a learning setting is an important technique for
the learning process. A good learning environment should be interactive in order to allow and
encourage students to submit essential input on topics that they are concerned about. Teachers can use
a variety of tactics to make learning process more collaborative and establish a pleasant learning
atmosphere. Teachers should also emphasize the need of constrictive feedback. Teachers should
encourage pupils to participate in collaborative communication that allows them to speak.

This project encourages and stimulates learners throughout the learning process. Collaborative
conversations foster a welcoming learning environment because any viewpoint or issue can be
addressed in a collaborative manner. When a student expresses dissatisfaction with something, they
anticipate a response from the teachers.

Task 4

4.1

I could make a broad statement to those concerned in class at the outset and remind them again at the
end of the lesson to meet with me immediately after the class or later in the staff room, individually or
as a group, if I have established a solid connection with the learner(s). This would prevent the learners
from not being interviewed, registered, or assessed for their intended program. All critical information
must be released only on a need-to-know basis and correctly recorded and maintained safely in the
appropriate location as a form of respect and to promote learners' and their families' confidentiality and
avoid a breach of the Data Protection Act (2003). (Gravels 2012). This simply means that, as a teacher, I
have a responsibility to discuss my students' personal needs in a pre-arranged private or appropriate
meeting space, which I would have communicated. This will also include communication with other
professionals as needed, such as a vocational specialist teacher, verifier, mentor, or parent/guardian,
and will be properly documented (either clearly written down or recorded), dated, and signed by all
parties involved, and kept in the learner's individual file to maintain an audit trail and to identify learner
needs.
Furthermore, mutual respect must be facilitated through ground norms that form a social context. This
will be critical in creating a positive environment in which students feel comfortable, at ease, and
confident in expressing their views. Furthermore, because each learner has a unique culture, history,
and values, groundrules are essential. As a result, it fosters open-mindedness, decency, justice, and
respect among students, preventing any disrespectful behavior, animosity, or inequity, and allowing
them to maximize their potential in order to achieve their learning goals.

4.2

Managing a group of students from various backgrounds is one of the most difficult tasks an instructor
has. In this regard, I make every effort to guarantee that my students are treated equally and that they
value diversity. As a result, during my early interactions with students, I frequently interview them to
learn about their diverse origins. This approach ensures that I have sufficient knowledge on their levels
of learning and experiences, allowing me to design an effective planning strategy for an inclusive
learning environment. Furthermore, this process allows me to acquire the necessary skills that are
critical to my job, allowing me to focus on discouraging each learner's inadequacies through negative
reinforcement and praising their strengths through positive reinforcement.

4.3

Students come from a variety of backgrounds and have varied levels of ability. Here are three ideas I
have for making a more inclusive learning environment:

Students can interact with knowledge through a variety of mediums, including webpages, videos, and
podcasts. Nontech options for pupils to progress via resources include books, magazines, and
periodicals. Students can demonstrate their comprehension in a variety of ways through their
assessment options. Portfolios, presentations, and oral exams are just a few examples.

I avoid deducting points for minor infractions such as tardiness or speaking out of turn; instead, I focus
on what the kids do know and let that show in my grade book. Assuring that students are prepared for
an exam raises the likelihood of initial success, which boosts confidence and gives them a sense of
purpose.
Forming real connections with my kids is the most effective approach for me to create an inclusive
learning environment. I'll become partners in success if I take the time and effort to see each student as
an individual and honestly believe that each student can succeed. Putting my kids' emotional needs first
is critical because no educational technique will be effective until they feel safe and understood. Real
learning will take place if I can create a bond with my students and provide a solid educational
framework for success.

Task 5

5.1

Cooperative learning, inquiry-based learning, graphic organizers, and VARK modalities are some of the
learning strategies I employ. Co-operative learning allows students to develop oral communication skills,
become more engaged and less disruptive, and emphasizes student responsibility for their own learning.
Cooperative learning can also result in an uneven workload because more advanced students typically
take charge. Inquiry-based learning allows pupils to take ownership of their learning. This allows
students to investigate and make the subject more real and relevant because it is practical.

As transferrable abilities grow, it aids in the development of initiative and self-direction. The use of an
inquiry-based guideline reinforces curriculum content and improves comprehension of essential
concepts.

5.2

Lectures, presentations, and discussions are the communication methods I employ. Lectures can convey
information that is not easily accessible to students. Lectures give me as the teacher complete control
over the students' gaining knowledge while posing little risk to them. Auditory pupils who prefer to learn
by hearing will prefer lectures. Lectures can be broadcast to a large audience, either in the classroom or
immediately online.

Lectures give real information and experiences that motivate students to learn. They are useful for large
groups because they inspire thinking and open dialogues. Effective presenters and good listening are
required in lectures, which puts students with different learning styles in a better position. The drawback
is that experts aren't always good teachers; the audience becomes passive rather than engaged as a
result of the teacher's tendency to talk too much; and correspondence becomes one-way, making
learning difficult to assess. Lectures fail to offer professors with feedback on student learning and fail to
successfully connect with students, causing them to struggle to retain and recall information.

Talks allow students to delve further into the subject. Students benefit from discussion because it is a
thorough activity in which they are effectively brought in and engaged through a variety of discussions,
questions, challenges, and clarifications. Students have a pool of ideas, experiences, and opinions, which
allows them to study multiple perspectives and fosters effective learning. The utilization of debates
effectively brings experience to the fore. Students expect accountability for class and learning through
discussions.

However, during conversations, a few persons can dominate, making it tedious and prone to deviating
from the topic. With pupils who have a basic understanding of what is being taught, discussion must be
effective. A few pupils may be unwilling to participate because they are bashful. The teacher may lose
control of the kids and become embroiled in an argument.

5.3

As a result of this, the handouts are produced specifically for pupils with special needs and dyslexics.
There are limitations to the effectiveness of these resources, such as technology, which can be costly
and difficult to obtain in some areas. It's possible that people will become overly reliant on technology.
The delivery of high-quality information and resources takes time, and appropriate staff time must be
allotted, which is costly. As a result, I end up having gathered a variety of resources that eat up class
time. Voice recognition software packages, interactive whiteboards, braille consoles, work sheets, and
electronic devices are just some of the assistive technologies I employ to help students with their
problems.
 5.4

Inclusion is a setting in which everyone has the opportunity to participate completely and without
restrictions. I need to create a learning domain that engages and inspires students with a particular end
goal in mind to do this. Group work is one of the educating and learning ways I employ to address the
individual needs of kids. This is where I provide a subtopic of research to each student to discuss as part
of a group's main theme, which I believe is a good comprehensive approach. When talking about the
factors that influence communication in a hospital setting, for example, I have each student explain an
alternate factor in depth so that I know they've all grasped the concept, which indicates they've all
learned the subject.

I employ role play as another comprehensive teaching and learning strategy in which each student gets
the chance to act out and, if necessary, reverse the role. The other way I employ is to have students
deliver presentations, which may be done alone or in groups, and this allows them to practice skills and
meet their specific needs.

I employ a learner-centered approach in which I allow students to lead the lesson and become actively
involved. In some situations, students are more likely to learn from their peers than from the teacher.
The teaching strategy should balance the substance of what pupils currently know with their preferred
learning style, which necessitates differentiation.

Powerpoints, handouts, enabling students to use their own phones and tablets for research, Facebook,
linked in, and my website are some of the technologies and resources I employ. Because there is no
single way that can meet all of a student's demands or perform better than other students, teachers
who employ a variety of approaches are more likely to handle their needs.

5.5

The Equality Act of 2010 was enacted to provide legal protection to those who have one or more
"protected characteristics". Age, Disability, Gender reassignment, Marriage and civil partnership are all
protected characteristics. Here are some exercises and ideas that I use in the classroom to assist
promote equality and value variety or multiculturalism. Identifying opportunities for students to
collaborate in varied groups within your classroom.

My students learn about various cultures, religions, disabilities, and other topics.

I put up a French café, an Indian restaurant, and an American diner in my classroom and allowed my
pupils sample meals that are commonly consumed in those places. To investigate stereotypes, I give
each student a list of ten professions and ask them to determine if each one is a man's job or a 'woman's
job'. I divide my students into two teams for debates and discussions.

5.6

Because a few students have difficulty reading written information, I usually use highlighters and large
text to reduce the amount of reading required and provide extra reading time. During the session, I
utilize visual aids such as flash cards and the board, I maintain eye contact with this student, I give short
explanations, and I go at a slower speed to ensure that the student understands what I am teaching
before moving on to the next one.

Students who are blind or visually impaired must make adjustments in order to access printed
information, including as raising font size, contracts, clarity, and reducing visual clutter. Before the
session, I make plans with this particular student to go over the tough idea one-on-one, provide study
materials, and provide a teaching outline.

When working with children who have poor self-esteem or who struggle to express themselves, I ask
questions that require only a few short responses rather than a long explanation. Accept other forms of
report such as orals, tape recorded, written, and mental maps if the student has trouble speaking and
expressing himself or spellings. Almost everything in the school environment can be altered to meet the
needs of the learner, with the exception of the learner's ability to adjust to the environment. This could
also help dyslexic pupils who find it easier to read from colored paper, such as black on yellow, rather of
black and white.
 5.7

When dealing with learning professionals, I use suitable professional vocabulary, avoiding slangs, a quiet
and clear tone of voice, and I am conscious of my gestures and body language. I communicate with
learning experts by acting as negotiators or links on behalf of the learner. Lessons must be prepared to
meet the needs of each individual learner, allocating time, resources, tactics, interventions, and support
accordingly. Bullying must be addressed, and good behavior must be reinforced. A positive behavior
management system aids in the creation of an ideal learning environment. Students should be
encouraged to work together and help one another.

Task 6

6.1

Formative and summative assessment, diagnostic, qualitative examination of their performance and
products, paper-and-pencil tests, oral questioning, and study of student records are examples of
assessment kinds. Diagnostic assessment is utilized before teaching and when a problem emerges to
improve the learner's experience and level of achievement. Because it is done while teaching, the
objective of formative assessment is to provide direction for both the instructor and the student as to
what they should do next.

6.2

Summative evaluation works because it is done internally and on a regular basis at times that are
convenient for students. It just evaluates what has been covered so far during a specific time span.
Diagnostic examinations carried very shortly after a problem occurs are particularly beneficial since they
allow you to address the issue before it becomes too serious. Because tests generate anxiety and can
result in inaccurate findings, most students opt for a different assessment approach. This has an impact
on the motivation of kids to learn. This, however, has an impact on pupils' desire to learn.

6.3

Former minister of state for education standards David Miliband MP, speaking at the 2004 North of
England Conference, emphasized the necessity for teachers to develop assessment for learning
methodologies in order to satisfy the personalized learning agenda. Medal and mission feedback can be
supplied in the form of medals and missions, according to Geoff Petty. Medals represent what a student
has accomplished successfully, whereas Missions represent what the student has to improve, correct, or
work on. SATS and GCSE have standardized and ready-made prerequisites, says Petty.

6.4

Albers, Josef (1888-1976) "Good teaching is more about asking the right questions than it is about
providing the proper answers." If done correctly, questioning can be used to assess a learner's
comprehension. The question and response method is widely used in class to accomplish this. When it
comes to preparing and constructing questions, Bloom's Taxonomy comes in handy. Open ended
questions that require higher order reasoning, such as synthesis and evaluation, are preferable to ones
that give predictable answers or need a yes or no response.

Open-ended inquiries (also known as divergent questions) lead to more in-depth dialogues, allowing
pupils to grasp subjects more fully. Effective questioning increases student engagement. Open-ended
questions generate new insights and ideas, and they allow teachers and students to brainstorm and gain
knowledge. Open-ended questions of the highest degree require students to engage in dynamic thinking
and learning, requiring them to synthesize information, analyze concepts, and develop their own
conclusions.

Open-ended questions encourage introspection because they allow students to expand on their ideas
without being limited to a single topic. The pupils have become more involved. What do you think...? is
an example of a question. In what way would you...? What does...look like in comparison to...? What
would you do differently if you could...?
Effective questioning helps with the evaluation process because it stimulates brainstorming, problem
solving, a pool of ideas, thinking outside the box, dispute resolution, and a higher level of thinking and
comprehension. We must use open-ended questioning approaches during the assessment process to aid
students' learning across all curriculum areas and create a richer learning environment for them. As a
result, educational materials serve as a source of inspiration for both teachers and pupils, and the
classroom is transformed from a drab, lifeless setting to one brimming with vitality and passion.

6.5

The assessment process must satisfy both internal and external assessment specifications
(requirements). The outcomes must be documented using appropriate documentation, following an
agreed-upon system for recording, storing, reporting, and maintaining information confidentially.
Internal and external compliance is important because learners must be informed of the standards so
that they are aware of what they are up against. The assessor must have the necessary qualifications,
training and expertise in the assessment process, as well as subject knowledge.

6.6

Report cards with a detailed analysis of academic development across content areas, information about
the student's strengths and learning style, an assessment of the student's social development, specific
goals for the student to work on, and associated suggestions are distributed to other professionals.

To effectively interact with other professionals, I must be able to correctly use assessment terminology
and describe the significance, limitations, and implications of the assessment results. I need to be able to
explain that the evaluation results do not imply that such issues impede a student's educational
development in the long run.

I need to understand and be able to explain how the social-economic, cultural, linguistic, and other
elements that influence the interpretation of student assessments must be regulated. I must be able to
describe the limitations of formal and informal approaches that may affect the accuracy of assessment
records.

Task 7

7.1

Minimum core is a topic definition that outlines the aspects of reading, language, numeracy, and
information and communication technology (ICT) skills that are expected of further education teachers.
Because these characteristics must be demonstrated in planning, implementing, and assessing inclusive
teaching and learning, teachers require these skills and knowledge to serve the development needs of
their learners. Literacy is reflected throughout the teaching process by reading and writing pertinent
information, such as a lesson plan and scheme of work, and researching and taking notes on what you're
going to teach. English is the official language because it is a method of communication and a national
language. Numeracy is entangled in this planning, as is balancing the number of people in each group.

In the twenty-first century, information and communication technology (ICT) has become increasingly
common. The same is true for a lesson lesson plan; I must plan for the duration of the lesson wisely,
indicating how much time I will need on each task before moving on to the next; otherwise, I may not
finish all of the lessons I have to teach before time runs out, or I may rush and waste a lot of time before
the lesson ends.

7.2

Numeracy skills are essential to calculate the number of sessions and hours needed for a scheme of
work and lesson plan, as well as the utilization of statistics and the awarding of grades. ICT-based
blended learning blends online digital media with traditional classroom approaches such as e-learning,
VLE, and group chats. I need to be inventive and creative so students can engage with real-life issues in
the subject. This means encouraging students to do things in their leisure time to develop their skills.
 Task 8

8.1

In order to create an inclusive program, I do an initial assessment of the learners to learn about their
perspectives. Face-to-face interviews and one-on-one meetings can all be used to conduct this initial
assessment. I incorporate my assessment data into my lesson plan because the contents define
planning. I established SMART goals with precise targets that are quantifiable, realistic, relevant, and
timely. The entire curriculum is tailored to each individual, promoting inclusivity. This is effective
because I use a variety of classroom activities and teaching approaches to reflect on their perspectives,
and the tools, materials, and equipment I employ are appropriate for the learners' knowledge and skills.

8.2

I need to keep up with professional or vocational certifications on a regular basis. Action planning is
something I need to work on because it helps me focus on ideas and select what measures to take to
attain specific goals. The current Qualification and Credit Framework will be phased out in January 2018
to make way for the Regulated Qualification Framework (RQF). SEN officers frequently deal with these
students, but I still need to understand more about their needs.

Reference

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