H/505/0912 – Teaching, learning and assessment in education and training

Unit Reference Number:H/505/0912

Unit Level: Level 4

Guided Learning Hours: 65

Unit Credit Value: 20

There are 3 parts to this unit:

(a) The completion of a theory assignment

(b) Practical development project

(c) Reflective diary

(a) For this assignment you need to follow a very prescribed regime of answering each criterion in turn and submitting that response for assessment this assignment tests your knowledge in the particular area of study. It is required that Harvard referencing is adhered to throughout the theory response with a bibliography provided to further prove your reading and research carried out. The work is assessed on a pass or refer basis until completed 100%.

(b) Engage in a development project that shows at least two hours of teaching practice along with associated resources applicable to those sessions. Examples of course planning and other evidence related to your teaching activities that prove help to prove the practical outcomes. This will form a portfolio of evidence on the Moodle for this assignment and all evidence has to be referenced with the associated criterion you are trying to meet.

This unit has 8 learning outcomes:

Unit 01 – Teaching, learning and assessment in education and training (H/505/0912)

The learner will:


  1. Understand roles, responsibilities and relationships in education and training

The learner can:

  1. Analyse own role and responsibilities in education and training
  2. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
  3. Analyse the relationships and boundaries between the teaching role and other professional roles
  4. Describe points of referral to meet the needs of learners

The learner will:

  1. Be able to use initial and diagnostic assessment to agree individual learning goals with learners

The learner can:

  1. Explain why it is important to identify and meet the individual needs of learners
  2. Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals
  3. Use methods of initial and diagnostic assessment to agree individual learning goals with learners
  4. Record learners’ individual learning goals

The learner will:

  1. Be able to plan inclusive teaching and learning

The learner can:

  1. Devise a scheme of work in accordance with internal and external requirements
  2. Design teaching and learning plans which respond to:
    • the individual goals and needs of all learners; and
    • curriculum requirements.
  3. Explain how own planning meets the individual needs of learners
  4. Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners
  5. Identify opportunities for learners to provide feedback to inform inclusive practice

The learner will:

  1. Be able to create and maintain a safe, inclusive teaching and learning environment

The learner can:

  1. Explain why it is important to promote appropriate behaviour and respect for others
  2. Explain ways to promote equality and value diversity
  3. Establish and sustain a safe, inclusive learning environment

The learner will:

  1. Be able to deliver inclusive teaching and learning

The learner can:

  1. Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
  2. Analyse benefits and limitations of communication methods and media used in own area of specialism
  3. Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners
  4. Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
  5. Demonstrate ways to promote equality and value diversity in own teaching
  6. Adapt teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
  7. Communicate with learners and learning professionals to meet individual learning needs

The learner will:

  1. Be able to assess learning in education and training

The learner can:

  1. Explain the purposes and types of assessment used in education and training
  2. Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
  3. Use types and methods of assessment, including peer and self-assessment, to:
    • involve learners in assessment;
    • meet the individual needs of learners;
    • enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; and
    • meet internal and external assessment requirements.
  4. Use questioning and feedback to contribute to the assessment process
  5. Record the outcomes of assessments to meet internal and external requirements
  6. Communicate assessment information to other professionals with an interest in learner achievement

The learner will:

  1. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

The learner can:

  1. Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning
  2. Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

The learner will:

  1. Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

The learner can:

  1. Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others
  2. Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning