Explain the need to keep records of assessment

Reference no: EM132470676

Part A Questions:

Understanding Roles, Responsibilities and Relationships in Education and Training

LO 1. Understand the teaching role and responsibilities in education and training

Question 1.1 Explain the teaching role and responsibilities in education and training.

Question 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

Question 1.3 Explain ways to promote equality and value diversity.

Question 1.4 Explain why it is important to identify and meet individual learning needs.

LO 2. Understand ways to maintain a safe and supportive learning environment

Question 2.1 Explain ways to maintain a safe and supportive learning environment.

Question 2.2 Explain why it is important to promote appropriate behaviour and respect for others.

LO 3. Understand the relationships between teachers and other professionals in education and training.

Question 3.1 Explain how the teaching role involves working with other professionals.

Question 3.2 Explain the boundaries between the teaching role and other professional roles.

Question 3.3 Describe points of referral to meet the needs of learners.

Part B Questions:

Understanding and Using Inclusive Teaching Approaches in Education and Training

LO1. Understand inclusive teaching and learning approaches in education and training.

Question 1.1 Describe features of inclusive teaching and learning.

Question 1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learning needs.

Question 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills.

LO 2. Understand ways to create an inclusive teaching and learning environment

Question 2.1 Explain why it is important to create an inclusive teaching and learning environment.

Question 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.

Question 2.3 Explain ways to engage and motivate learners.

Question 2.4 Summarise ways to establish ground rules with learners.

LO3. Be able to plan inclusive teaching and learning (Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.)

Question 3.1 Devise an inclusive teaching and learning plan

Question 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learning needs.

LO 4. Be able to deliver inclusive teaching and learning (Do not write essay here. Evidence provided in Lesson Plan and micro-teach session.)

Question 4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learning needs.

Question 4.2 Communicate with learners in ways that meet their individual needs.

Question 4.3 Provide constructive feedback to learners to meet their individual needs.

LO 5. Be able to evaluate the delivery of inclusive teaching and learning

Question 5.1 Review the effectiveness of own delivery of inclusive teaching and learning.

Question 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning.

Part C Questions:

Understanding Assessment in Education and Training

LO 1. Understand types and methods of assessment used in education and training

Question 1.1 Explain the purposes of types of assessment used in education and training.

Question 1.2 Describe the characteristics of different methods of assessment in education and training.

Question 1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learning needs.

Question 1.4 Explain how different assessment methods can be adapted to meet individual learning needs.

LO2. Understand how to involve learners and others in the assessment process

Question 2.1 Explain why it is important to involve learners and others in the assessment process.

Question 2.2 Explain the role and use of peer and self-assessment in the assessment process.

Question 2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

LO 3. Understand the role and use of constructive feedback in the assessment process

Question 3.1 Describe key features of constructive feedback.

Question 3.2 Explain how constructive feedback contributes to the assessment process.

Question 3.3 Explain ways to give constructive feedback to learners.

LO 4. Understand the requirements for keeping records of assessment in education and training.

Question 4.1 Explain the need to keep records of assessment of learning.

Question 4.2 Summarise the requirements for keeping records of assessment in an organisation.

Attachment:- Responsibilities and Relationships in Education and Training.rar

Reference no: EM132470676

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Reviews

len2470676

3/9/2020 1:42:55 AM

Maintaining professional relationships Taking care with communication methods (and increasingly social media use) The teaching / training cycle The "teaching/training cycle" is the stuff you should have covered about identifying needs, planning and designing, delivering and facilitating, assessing and finally evaluating before it all starts again. If you can expand a little on each of those you'll show your grasp of the concepts (remembering you've only got 700 words max!) There's also Kolb and Fry and their model of concrete experience, reflective observation, abstract conceptualisation and active experimentation. That's some good stuff to get your teeth in to. You need to show that you understand this doesn't apply just to your learners but to yourself as well.

len2470676

3/9/2020 1:42:44 AM

role: the function assumed or part played by a person or thing in a particular situation responsibilities: a thing which one is required to do as part of a job, role, or legal obligation boundaries: a limit of something abstract, especially a subject or sphere of activity So responsibilities fit within roles and it shouldn't be too hard to figure out what the boundaries are. A few things to tick off for role would be Creating / facilitating opportunities for learning Plan lessons, find and prepare materials, do research, assess learners and yourself Keep records: lesson plans, attendance, assessment etc And similarly on responsibilities you're looking at Keeping yourself up to date in both teaching and your field Maintaining high standards in your work and conduct Complying with the rules of the organisation you are part of as well as legislation and codes of practice (this is the main focus of the next essay) The boundaries part would be

len2470676

3/9/2020 1:42:29 AM

The first of the assignments is Theory 1 (T1). You will likely get set this on your first session and it will be due back quickly, probably at the next session. Check out the full list of Ptlls assignments if you need a different one. Level 3 - Describe your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 300-500 words. Level 4 - Review your role, responsibilities and boundaries as a teacher/trainer/tutor in terms of the teaching/training cycle. Recommended word count 500-700 words. So, to kick off, some good basics on the staples of the course. It's part of section 1, specifically about understanding your own role, responsibilities and boundaries of your role so includes T2 on legislation, T3 on equality and diversity and T6 on records - giving you a clue right there about this introductory essay. Role, responsibilities and boundaries The key here is roles as distinct from responsibilities and how boundaries fit in to that. Literally look at the dictionary definitions.

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