Level 5 Diploma in Education and Training 

Unit 1 - Developing Teaching, Learning and Assessment in Education and Training. 

Unit Overview

 

The aim of this unit is to evidence knowledge, understanding and skills relating to teaching, learning and assessment in education and training. The unit aims to develop the learner’s understanding of the principles and practices that underpin modern day teaching. To achieve this unit the learner should reflect on up to date teaching theory supported by real-life teaching experience. 

 

Unit 1 - Developing Teaching, Learning and Assessment in education 

 

21 Essays

 

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Self Study Essay Pack

Complete 21 essay pack designed to help you meet the learning criteria for this unit. Instant download after purchase. This pack will help you structure your reflection essays with ease and pass your DET course in an easy and simplified way. 

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Unit 1 - Developing teaching, learning and assessment in education and training 

Unit 2 - Teaching, learning and assessment in education and training 

Unit 3 - Theories, principles and models in education and training

Unit 4 - Wider Professional Practice in Education and Training

Unit 13 - Developing, using and organising resources in a specialist area

Unit 21 - Inclusive Practice

Unit 27 - Teaching in a Specialist Area 

 

Learning Outcomes 

 

1. Be able to investigate practice in own area of specialism:

 

1.1 Analyse the application of pedagogical principles in own area of specialism.

1.2 Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism

 

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

 

2.1 Use initial and diagnostic assessments to agree learners’ individual goals and learning preferences

2.2 Devise a scheme of work taking account of:

  • the needs of learners; 

  • the delivery model; and 

  • internal and external requirements

2.3 Design teaching and learning plans which take account of:

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

  • curriculum requirements 

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

2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment

 

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

 

3.1 Analyse theories of behaviour management

3.2 Establish and sustain a safe, inclusive learning environment

3.3 Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management

 

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

 

4.1 Design resources that:

  • actively promote equality and value diversity; and 

  • meet the identified needs of specific learners 

4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

4.3 Demonstrate ways to promote equality and value diversity in own teaching

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

4.5 Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication

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

 

5.1 Design assessments that meet the individual needs of learners

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

5.3 Demonstrate the use of assessment data in:

  • monitoring learners’ achievement, progress; 

  • setting learners’ targets; 

  • planning subsequent sessions; and 

  • recording the outcomes of assessment and attainment

 

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

5.5 Explain how own assessment practice has taken account of theories, models and principles of assessment

 

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

 

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

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

 

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

 

7.1 Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning

7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning