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Award in Education and Training Assignment Sample

Learner Name

Emma Jones

Submission date


19/06/2021

 

Assignment notes: 



Welcome to your qualification!  This learner workbook should be completed and inserted into your online course portfolio as evidence of your understanding in unit 2 of your qualification.  



Some sections in this workbook require short answers (approx. 250 words), some sections require you to complete tables or other relevant activities.  

 

Sections which require short answers should be written with your own teaching situation in mind, taking examples from your own (or proposed) teaching areas.  Additionally, we expect you to reference to popular theory where appropriate. 



This workbook must be written in your own words and not copied from the internet.  We routinely pass submissions through a plagiarism checker which will detect any areas for concern.  



Where you use short quotations from published sources we recommend you reference the author properly – this link will help you reference using the Harvard System: 

https://www.bbc.co.uk/bitesize/guides/zctwqty/revision/12

 

The submissions you make in our online portal are not final and should your tutor feel that your work needs additional work they will provide feedback and you can re-submit for marking.  

 

We recommend you use the course reading materials and interactive presentation as a basis for your answers and complete wider research where appropriate. 



Good luck from all of the team at CTC Training and Development Limited. 

 

Assessment Criteria:  1.1

Describe features of inclusive teaching and learning.

Inclusive teaching and learning is central to all aspects from planning, through to delivery and assessment. What key features must teachers consider to create a suitable learning experience?

Word Count:  250 words maximum

Inclusive teaching and learning is the approach taken when you use strategies that ensure all your learners, whatever their differences, are supported and engaged in lessons. Inclusive teaching and recognising that every learner is different will underpin all that I do as teacher and requires me to treat learners as individuals, taking into consideration their specific needs, preference and backgrounds and behaviours. 

Key Features;

Teaching and Learning Approaches – Developing learners wider skills & learning domains: Cognitive, affective & psychomotor domain

Ways to Establish ground rules with leaners

Ways to enraged and motivate learners 

Creating an inclusive teaching and learning environment using resources and additional support 










 

Assessment Criteria:  1.2

Compare the strengths and limitations of teaching and learning approaches used in your own area of specialism and relate this to meeting individual learner needs.

Teaching and learning approaches are the methods used to deliver your lessons to a range of learners

Word Count:  250 words maximum

Approach

Strength

Weakness


Demonstration 



Effective for small group sizes 


good for teaching skills 

Not so good for larger groups unless enhanced by technology


Some aspects of demonstration may be difficult to see 



Quiz

Can  be a fun way of engaging the learners with a little healthy competition 

Can be perceived as a test 


Need to consider impact on less confident learners 


Discussion 



An engaging way to draw on learners knowledge and views 

More vocal learners may dominate



Debates 

A good way of engaging learners 


Learners develop verbal Skills 

Requires skilful classroom management 

Assessment Criteria:  1.3

Explain why it is important to provide opportunities for learners to develop their language, mathematics, ICT and wider skills.

You need to explain the importance of these skills, and why they are relevant to personal and working life. You need to suggest activities to allow your learners to develop these skills.

Word Count:  250 words maximum

Why is it important to develop language

Ways to achieve this in my current/proposed teaching area

Teachers and students use spoken and written language to communicate with each other–to present tasks, engage in learning processes, present academic content, assess learning, display knowledge and skill, and build classroom life. 




Communication - Presenting findings to the group – working collaborative in small groups

Why it is important to develop Mathematics

Ways to achieve this in my current/proposed teaching area

Working with percentages






Calculating the percentage increases or decreases in promotional offers such as discounted treatments 

Why it is important to develop ICT

Ways to achieve this in my current/proposed teaching area

The use of ICT has become essential in every day classroom teaching and learning. It's use gives a chance to teachers as well as students to increase the quality of education and meet the requirements set by the coeval knowledge society. ICT has become essential tool for educational change and reform. 




communications via e-mails, use the web in researching and locating resources, create online groups and build wikis, participate in online collaborative activities, and apply technology-enhanced/web-based lessons in the classroom. 

Why it is important to develop Wider skills

Ways to achieve this in my current/proposed teaching area


Using a computer spreadsheet to create graphs 










Letter Writing





Using publishing software




Communication, Presentation 











Working with Others - Teamwork

Learners create a graph and spread sheet based on the number of customer bookings they have had each month along with with treatment carried out and the cost of treatment – this helps with business forecasting, client spend and analysis 




Writing a letter to confirm booking of treatment along with booking terms and conditions, date, time and cost of treatment 


Creating a poster regarding COVID policies and practices within the home salon or workplace 


Communication - Presenting findings to the group – working collaborative in small groups. These wider skills will enable learners to contribute further to scenarios at work, as it will prepare them to understand and participate in discussions, interpret pieces of writing and instructions, as well as helping them to put their point across clearly.


Focuses on teamwork, planning,organising, and working with a group






Assessment Criteria:  2.1

Explain why it is important to create an inclusive teaching and learning environment.
Explain why it is important to ensure that all learners can achieve. Use some examples to help you answer.

Word Count:  250 words maximum

 

A suitable teaching, learning and assessment environment is crucial for effective learning to take place. This includes not only the venue, equipment and resources used, but also attitude and support you give to your students and learners. Learning can take place in a variety of contexts; for example, classrooms, the workplace, training rooms, workshops, outdoors and online. While learning can take place almost anywhere, not all environments will be totally suitable; however, it's how you teach your subject and assess it that will lead to effective learning. If you can convey passion and enthusiasm for your subject you will help motivate your learners to want to learn more. You might be restricted by the availability of particular classrooms or resources; therefore you need to be imaginative with what's available to you. The learning environment has three aspects; physical, social and learning. Each has an impact on the others  and all three aspects should be appropriate, relevant and safe. Some aspects will interact and overlap to ensure teaching, learning and assessment can be effective for everyone. 








 

Assessment Criteria:  2.2

Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs
You need to provide specific examples used in your proposed teaching area.

Word Count:  250 words maximum

Justify how your teaching and learning approaches meet individual needs. 

Every teacher needs to realize and believe that all the learners who are pursuing the particular course need to acquire equal education, experiences, and prospective aspirations from their course. But the learners are presented with varied dynamics. So it's very much crucial for the teacher to meet the requirements of each learner without any discrimination. The cycle of Teaching, Learning, and Assessment is usually compelled for a practical model of teaching and is beneficial to assimilate a perpetual ongoing assessment besides passing through the numerous phases of learning (Gravells, 2017).

Since the Lash and Brow courses are also practical ones, the learning approaches need to be both observational and interactive to make sure that all the learners are gaining equal knowledge. For example, a session can begin with a verbal trial that will empower an indication of what can be the prominent learning styles of a particular group. The teacher can also ask the students to ask each other questions regarding Lash fixing or brow setting. Such approaches will act as an icebreaker and will also indicate the expectations of the students, i.e.; what they want to learn or focus on(Morgan, 2019).

A variety of hands-on demonstrations can be used for promoting discussion and then the teacher can move to PowerPoint presentations and furnish them with real-life experiences.

The session can be finished by illustrating various scenarios for reviewing in small groups and getting feedback from all. Such an individual tailored program will ensure that the students retain their interests and feel valued (Hidayat, 2020).





Justify how your resources meet individual needs.

 

Justify how your assessment methods meet individual needs.


Assessments can provide evidence of learning


All assessment methods should be situated to the level and ability of the learner.

A system of well-constructed formative and summative assessments allows students to demonstrate their abilities and knowledge and then reflects how close they are to meeting educational goals and standards. Evidence from assessments can be directly beneficial to students. 


There are many ways of assessing a learners knowledge and understanding of a topic. 


Formal & Informal Assessment Methods 


Formal; Assignments, Case studies, Essays, Observations, Tests, Written Testimonials, Professional Discussions & Questions


Informal; Discussions, Peer and Self Assessment, Role Play, Practical Activities


This can be in the form of a practical assessment, case study, written assessment or an exam.


Identifying and meeting individual learner needs boosts their morale and encourages them. In some cases, the learner does not gain much from mass instruction. As such, when the teacher provides individually prescribed instruction (IPI) it significantly helps many learners to understand and grasp educational concepts. 


Assessment methods can be adapted to meet individual learner needs in the following ways: Learners with dyslexia can have extra time to complete the assessment. ... Learners with dyslexia may find multiple choice questions easier to read, or questions can be read out to them 


Some Examples of of meeting learners needs; 

  • Adapting or providing resources and equipment for a learner who is partially sighted

  • Adapting the environment for a learner who is physically disabled

  • Allowing extra time for a learner with dyslexia 

  • Arranging to use another language such as British Sign Language with a learner who is partially def

  • Using different assessment activities to suit a individual learning preference


For assessing my students I will be using both Practical and theoretical, internally and externally assessed assignments througj demonsation, pratical assement and coaching. 



Assessment Criteria:  2.3

Explain ways to engage and motivate learners 

Give at least three examples, and try to explain how these might work in your proposed teaching area

Word Count:  250 words maximum

The key to teaching topics that learners may find difficult or which they are unwilling to engage with is to consider the use of innovative teaching and learning methods.


Learners may arrive in the classroom tired, reluctant or uninterested in the topic I have planned. It is my role as a teacher to find ways to overcome this. This might be through the use of incentives such as an early break or less work to do for homework if work is completed in the class or how I plan the lesson to make it interesting and engaging. 


Examples;


Asking learners to write a poem or song of  summering key points of the legislation


Asking learners to create a poster , either on the computer or paper outlining COVID protocalls in the work place for staff and customers 


Asking learners to act out a scenario where health and safety legislation was not adhered to 






Assessment Criteria:  2.4

Summarise ways to establish ground rules with learners  

Give at least three contextual examples. Also, describe the negotiable and non-negotiable rules, giving an indication of how these might be established and managed.

Word Count:  250 words maximum

Setting ground rules at the commencement of a course is an important way of ensuring that individuals within a group feel safe and supported throughout their learning journey. 


Sometimes rules are enforced such as health and safety rules, but some rules are negotiated, for example, break times or the use of mobile telephones. In the adult environment it is recognised that negotiated rules and behaviours are much more likely to be adopted than rules which are enforced. 


Non-negotiable;


  • Health & Safety Rules within the classroom environment 

  • Equality & Diversity – treating others fairly

  • Arrive on time, prepared & listening when the teacher is talking  


Negotiable; 


  • Break Times

  • Mobile Phones 

  • Groups they wish to work in for specific tasks 


There are a number of reasons why negotiating rules is the preferred approach for setting rules with learners. 

 

It gives them a sense of ownership of the rules, they feel their views are important, the learners are more likely to adhere to them. 

 

One way to establish ground rules with your learners is where you both you and your learners work together by a process of discussion and negation. This enables your learners to recognise what is and not acceptable, giving them a sense of ownership and responsibility. It also enables learners to begin working together as a group and encourages aspects such as listening, compromise and respect for others.

 

Alternately, your learners can write down the rules individually, then discuss in pairs and join into fours to create a poster or a list on flip chart paper. 

 





 

References

 

Gravells, A., 2017. Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector. Learning Matters.

Hidayat, D.N., 2020. Critical discourse analysis and its potential for English language teaching: A study on beauty advertisement products in Indonesia. Available at SSRN 3621263.

Morgan, W.J., 2019. The base of the iceberg: Informal learning and its impact on formal and non-formal learning, study guides in adult education.

 

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