Section 1 – Be able to investigate practice in your own area of specialism

Section 2 – Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning

Section 3 – Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment

Section 4 – Be able to apply theories, principles and models of learning and communication to delivering inclusive teaching and learning

Section 5 – Be able to apply theories, models and principles of assessment to assessing learning in education and training

Section 6 – Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning.

Section 7 – Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning.

2.1.1 Analyse the application of pedagogical principles in the student’s own area of specialism

The student should write an essay explaining the use of pedagogical principles in their own area of specialism. (350 words minimum)

2.1.2 Evaluate the effectiveness of creative and innovative approaches in the student’s own area of specialism

The student should complete a reflective piece discussing the effectiveness of creative and innovative approaches in their own area of specialism. (350 words minimum)

2.2.1 Use initial and diagnostic assessments to discover learners’ individual goals and learning preferences

The student should submit completed copies of initial and diagnostic assessments of learners’ individual goals and performance. The student should remember the importance of data protection.

2.2.2 Devise a scheme of work taking account of:

• the needs of learners
• the delivery model
• internal and external requirements.

The student should submit a scheme of work for a 6 week course. This should be designed and completed by the student, it should not be group work or company documents.

2.2.3 Design teaching and learning plans (session plans) which take account of:

• the individual goals, needs and learning preferences of all learners
• curriculum requirements

The student should submit 6 teaching and learning plans (session plans) which take account of the individual goals, needs and learning preferences of all learners and of curriculum requirements

2.2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice

The student should write an essay explaining the methods that their learners can use to provide feedback in order to inform inclusive practice (400 words minimum).

2.2.5 Explain how the student’s own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment.

The student should write an essay explaining how their own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment. (500 words minimum)

2.3.1 Analyse theories of behaviour management

2.3.2 Establish and sustain a safe, inclusive learning environment

The student should write a brief essay analysing theories of behaviour management, and how these theories help to maintain a safe and inclusive learning environment. (500 words minimum)

2.3.3 Explain how the student’s own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management.

The student should complete a reflective piece showing how their own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. (500 words minimum)

2.4.1 Design resources that:

• actively promote equality and value diversity
• meet the identified needs of specific learners

The student should submit three examples of resources which they have created:

PowerPoints

Handbooks

OHPs

Manuals

Any other type of resource, including photographs and descriptions of physical resources

2.4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including modern technology, to meet the needs of individual learners.

The student will demonstrate this during the observed sessions.

2.4.3 Demonstrate ways to promote equality and value diversity in the student’s own teaching

The student will demonstrate this during the observed sessions.

2.4.4 Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression.

The student will demonstrate this during the observed sessions.

2.4.5 Explain how the student’s own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication.

The student should complete a reflective piece on a session that has been completed, explaining how the student’s own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication. (300 words minimum)

Section 5 – Be able to apply theories, models and principles of assessment to assessing learning in education and training

2.5.1 Design assessments that meet the individual needs of learners.

The student should submit an example of an assessment which has been designed by themself to meet the individual needs of the learners.

2.5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements.

The student will demonstrate this during the observed sessions.

2.5.3 Demonstrate the use of assessment data in:

• monitoring learners’ achievement, attainment and progress
• setting learners’ targets
• planning subsequent sessions
• recording the outcomes of assessment

The student will demonstrate this during the observed sessions.

2.5.4 Communicate assessment information to other professionals with an interest in learner achievement.

The student will demonstrate this during the observed sessions.

2.5.5 Explain how the student’s own assessment practice has taken account of theories, models and principles of assessment.

The student should complete a brief essay explaining how the assessment designed within 2.5.1 is linked to theories, models and principles of assessment.

Section 6 – Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning.

2.6.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning

The student will demonstrate this during the observed sessions.

2.6.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

The student will demonstrate this during the observed sessions.

Section 7 – Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering and assessing inclusive teaching and learning.

2.7.1 Use theories and models of reflection to evaluate the effectiveness of the student’s own practice in planning, delivering and assessing inclusive teaching and learning.

2.7.2 Analyse ways to improve the student’s own practice in planning, delivering and assessing inclusive teaching and learning.

The student should complete three reflective pieces using a number of different models of reflective practices. These pieces should look at the effectiveness of the student’s own practice in planning, delivering, and assessing inclusive teaching and learning, and methods of improvement of the student’s practice.