QUESTION

ASSIGNMENT PACK A

ASSIGNMENT 1

Type your answers in your portfolio under Assignment 1 (yellow points).

UNIT REF #			WORDS
1/1.1	Use resource support sheet 1/1.1 and choose 3 roles and 3 responsibilities. Explain how they apply (or will apply) to you.		300-500
1/1.2	Use resource support sheet 1/1.2 and choose 4 aspects of legislation or company policy and explain how you apply (or will apply) them.		300-500
1/3.1	Use resource support sheet 1/3.1 and choose 3 other professionals you work with (will work with) and explain how and why it is important.		300-500
1/3.2	Use resource support sheet 1/3.2 to explain and give 3 examples.		300-500
ASSIGNMENT 2 (yellow points).
4/2.4		Explain what ground rules are and why they are useful. Give 3 ways to establish ground rules and explain the advantages and disadvantages of each. E.g.;1/ class discussion/brainstorm, 2/ Teacher issues rules, 3/ a combination of both. Discuss advantages/disadvantages in terms of Teacher input and Learner ownership.	300-500
1/2.1		Ground rules will help to achieve this. Physical environment; Suitable room/site etc., Temperature, noise, PAT tested equipment, tables, chairs, accessibility.	300-500
4/2.3		Use a variety of learning and teaching styles and activities. Give 4 examples of how you do/would do this. The learning styles information sheets may help.	300-500

ASSIGNMENT 3 (orange and yellow points)

1/1.3	It may be useful to start with a dictionary definition of both equality and diversity. Leading on from this you need to explain that you have a responsibility to promote and demonstrate E & D. and then give 4 examples of how you do/would achieve this.	300-500
4/2.1	Use the resource sheet to help with ideas and apply examples.	300-500
4/1.1	Use the resource sheet to help with ideas and apply examples.	300-500
1/1.4	Use the resource sheet to help with ideas and apply examples.	300-500
1/3.3	Learners can present a variety of problems which may prevent them from making progress with their studies and/or life plans. You will be better able to help them if you are fully aware of both internal and external support mechanisms which are available to them. Institutions and Businesses often have a range of support systems which may be available to support your work and that of your learners. These may include: A counsellor Financial advice Career guidance Leisure activities A tutorial system Crèche facilities Additional learning support A learning resource centre Occupational Health GP In simple terms you are being asked to: Explain who is responsible for establishing learners’ needs in relation to support. Review the referral/support systems available to learners. Giving actual examples of how YOU have supported your learners in is an excellent way to support your written account.

Resource Sheet for Criteria 1/1.1

Roles & Responsibilities

Examples of the roles & functions of teacher or trainer:

• Designing a programme of study

• Planning & preparing classes or sessions

• Developing learning delivery methods

• Assessing the impact of learning

• Ensuring a safe learning environment

• Marking of work and giving feedback on outcomes

• Record keeping

• Contributing to the development of the programme

• Evaluating the effectiveness of the programme

• Keeping data about retention & achievement

• Having a duty of care and referrals

• Inducting learners and monitoring their progress

• Acting within professional codes

• Administration of the programme

• Entering learners for exams and tests

• Contributing to Quality Assurance requirements

• Acting as a role model

• Pastoral care

• Continuing Professional Development

As a good teacher or trainer you will combine roles including; assessor, coach, counsellor, facilitator, instructor, practitioner, preceptor and presenter, amongst others.

Each of these roles comes with it’s own responsibilities.

‘Acting within professional codes’ for example, involves knowledge of the Code of Professional Practice (2008) that was introduced by the Institute for Learning, to cover the activities of teachers in the Lifelong Sector. The Code is based on seven behaviours: professional integrity, respect, reasonable care, professional practice, criminal offence disclosure, and responsibility during Institute investigations and responsibility. Another example; ‘Pastoral care’ could include dealing with learners physical, intelligence or emotional needs by referring on to other specialist services or acting as an employer liaison regarding work experience.

Additional responsibilities include adhering to and maintaining knowledge of current legislation with regard to The Equality Act 2006, which covers 6 ‘strands’ – age, disability, gender, race, religion and belief and sexual orientation. The Protection of Children Act 1999, the Human Rights Act 1998, Freedom of Information Act 2000 and the Safeguarding Vulnerable Groups Act 2006, Data Protection Act 1998 as well as all relevant Health & Safety issues. (Health & Safety at Work Act 1974). This is not an exhaustive list of relevant legislation, and you should refer to textbook materials… for further suggestions

Resource Sheet for Criteria 1/1.2

“Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities”

Your organisation will have relevant codes of practice such as disciplinary, conduct, dress, timekeeping and sustainability. There will also be policies and procedures to follow such as sustainability. There will also be policies and procedures to follow such as appeals, complaints, and risk assessments, etc. If you are employed, you will have received a contract of employment and employee handbook that should state your organisation’s rules and procedures.

Examples of generic legislation and codes of practice are as follows:

 Children Act (2004): Every Child Matters provided the legal underpinning for the Every Child Matters: Change for Children programme and is covered in more detail in Chapter 5. ‘Well-being’ is the term used in the Act to define the five Every Child Matters outcomes, which are:

• 15. Be healthy

• 15. Stay Safe

• 15. Enjoy and Achieve

• 15. Make a positive contribution

• 15. Achieve economic well-being

• Code of Professional Practice (2008) introduced by the Institute for Learning (IfL) to cover the activities of teachers in the Lifelong Learning Sector. The Code is based on seven behaviours, namely:

• 15. Professional integrity

o Respect

o Reasonable Care

o Professional Practice

o Criminal Offence Disclosure

o Responsibility during Institute Investigations

• 15. Responsibility

• Copyright Designs and Patents Act (1988) relates to the copying adapting and distribution of materials, which includes computer programs and materials found via the internet. Your organisation may have a licence to enable you to photocopy small amounts from books and journals. Anything you do copy should be acknowledged.

• Data Protection Acts (1998 and 2003) make provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. The amendment included electronic data.

• Education and Skills Act (2008) aimed to increase participation in learning for young people and adults. It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives.

• Equality Act (2010) brings disability, sex, race and other grounds of discrimination within one piece of legislation. See Chapter 3 for further information.

• Freedom of Information Act (2000) gives students the opportunity to request to see the information your organisation hold about them.

• Health and Safety at Work Act (1974) imposes obligations on all staff within an organisation commensurate with their role and responsibility. Risk Assessments should be carried out where necessary. In the event of an accident, particularly one resulting in death or serious injury, an investigation by the Health and Safety Executive may result in the prosecution of individuals found to be negligent as well as the organisation.

Human Rights Act (1998) gives all people basic rights. All public bodies are required to adhere to the Act and the courts must interpret UK Law in accordance with the European Convention on Human Rights and Fundamental Freedoms.

• Protection of Children Act (POCA) (1999) was designed to protect children. It gives responsibilities to local authorities to make enquiries when anyone contacts them with concerns about child abuse. You will need to be checked by the Disclosure and Barring Service (DBS, formerly CRB) if you are teaching children or vulnerable adults.

• Safeguarding Vulnerable Groups Act (2006) introduced a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults. You will need to have a DBS check before you can teach children or vulnerable adults.

• The Further Education Teacher’s Qualifications (England) Regulations (2007) brought in revised teaching qualifications for new teachers and a professional status for all teachers in the further education sector in England. Teachers must register with the IfL and partake in Continuing Professional Development (CPD). Teachers should be qualified and hold Qualified Teacher & Learning Status (QTLS) or Associate Teacher & Learning Status (ATLS) status within five tears of taking a teaching position.

Resource Sheet for Criteria 1/3.1 & 1/3.2

There will be professional boundaries within which you must work in any teaching or training job. Maintaining ‘professionalism’ at all times is not always easy and it is important that you do not overstep professional or personal boundaries.

Boundaries will also be ‘placed’ upon you by your organisation, by your job description, by your codes of practice and by the law.

“It may be appropriate to request assistance from others to ensure that an equal and positive learning experience is available for all.”

(Gravells A. Preparing to Teach in the Lifelong Sector, p.11. Learning Matters, Exeter. 2008)

In relation to other professionals:

 Maintain confidentiality and comply with legislation (Data Protection) as well as organisational requirements.

• Broadly speaking, stick to your job description, improve and innovate certainly but make it clear where ‘work’ finishes and personal time starts.

• Maintain professional respect for colleagues, managers and other professionals with whom you may have to work.

• Do nothing that may damage colleagues’ self-esteem or confidence.

• When working with outside agencies is sure of where your responsibilities lie and what information you may be asked to share. If concerned request guidance.

• Join a professional body (IfL, CIEA, etc.) to reinforce your professional status.

• Take responsibility for your professional development and share good practice when possible.

• When representing a learner, be sure you are negotiating for what they require in order to move forward.

• Be an active team player, contribute, guide and represent when possible.

Guidance Sheet; Assignment 3 (1/1.3)

Promoting Inclusion

An inclusive approach to education involves:

• Creating an ethos of achievement for all pupils within a climate of high expectation;

• Valuing a broad range of talents, abilities and achievements;

• Promoting success and self-esteem by taking action to remove barriers to learning;

• Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and

• Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society.

“Inclusive education is concerned with the quest for equity, social justice and participation. It is about the removal of all forms of barriers of discrimination and oppression and it is about the well-being of all learners.”

Professor Len Barton, Institute of Education, University of London Consider factors giving rise to additional support needs:

• The learning environment e.g. unsuitable curriculum, approaches to learning and teaching not meeting needs as young person’s first language not English, young person more able.

• Family circumstances e.g. homelessness, parental substance misuse, looked after by local authority, young carer.

• Disability or health e.g. motor or sensory impairment, on autism spectrum, learning difficulties, mental health needs.

• Social and emotional e.g. behavioural needs, bullies or bullying, experiencing discrimination.

Equalities legislation has been put in place relating to race, gender, age, disability, religion or belief and sexual orientation. There is a duty to provide additional support for learning when any learner needs support for whatever reason.

The diversity of learners challenge policy makers, teachers, trainers and others to provide education that is able to flexibly respond to that diversity. We need to respond in such a way that barriers to participation, learning and achievement are removed, inclusion and equality are promoted and a high quality education for all is developed and sustained.

An inclusive approach reflects a move away from a deficit model that focuses on aspects of the learner as the problem, where the learner is viewed as deficient in some way. A deficit model also pays inadequate attention to factors such as social expectations, or aspects of the education system or learning environment that could be changed to enable diverse learners to participate and learn. Also, categorising an individual or a group by a single or a few characteristics may be misleading and doesn’t recognise the whole person. Developing inclusion will involve learners, professionals, partners, parents, carers and the wider community.

Resource Sheet for Criteria 4/2.1 & 4/1.1

Ways of Promoting Inclusion

	 Ascertaining individual needs, learning styles and goals.
	 Ensuring all students can complete application and enrolment forms:
		for example, different languages or print sizes, electronic or hard
		copy.
	 Ensuring interview notes are kept regarding any support
		requirements needed and these are communicated to relevant
		people: for example, dyslexia, epilepsy, diabetes, etc.
Identifying	 Ensuring students have had access to impartial Information, Advice
		and Guidance (IAG) to consider all their options.
Needs
	 Ensuring programmes are offered at times everyone can attend.
	 Exploring flexible programme delivery or blended learning
		approaches.
	 Finding ways to overcome barriers such as finance, childcare,
		disability, etc.
	 Removing barriers to enable students to access information, staff,
		documents and building.
	 Using initial assessment results to plain individual learning.
	 Agreeing individual learning plans/action plans.
	 Creating resources and materials that positively promote all aspects
		of community and society, equality and diversity.
	 Creating schemes of work and session plans to reflect how you will
		include all students in sessions.
Planning	 Differentiating your teaching approaches and activities to address
		individual differences; for example, level or speed of learning.
Learning
	 Ensuring off-site visits are accessible by all: for example, transport
		and stairs.
	 Ensuring the environment is accessible to all students.
	 Planning opportunities to develop motivation, self-esteem and
		confidence within your students.
	 Planning your delivery to meet the needs of all learning styles.
	 Avoiding favouritism and positive discrimination.
	 Being approachable and accessible, enabling your students to feel
		comfortable to talk to you.
	 Being aware that everyone has different experiences, interests, skills
		and knowledge which will affect their ability to develop and learn.
	 Carrying out an icebreaker or energiser, which includes everyone.
	 Challenging stereotyping, discrimination and prejudice as it happens.
Facilitating	 Drawing on personal experiences of students during each session.
		Embedding the functional skills of Maths, English and ICT.
Learning	 Encouraging group discussions and activities where everyone can
		participate.
	 Encouraging group work where students can mix and participate with
		all members of the group over a period of time.
	 Encouraging respect and promoting understanding of student
		differences.
	 Ensuring students have access to facilities, resources and equipment
		that is appropriate for the subject and level of learning.
		Ensuring the language and jargon you use is at an appropriate level.

	 Following up absences and ensuring students have access to any
	missed material.
	 Identifying where modifications or changes are needed to ensure
	everyone is felt included.
Facilitating	 Involving all students within your session, using their names, using
Learning	eye contact and asking individual questions.
(continued)	 Not excluding any student for any reason.
	 Providing a safe and supportive environment where everyone’s
	contribution is valued.
	 Using a wide range of teaching and learning approaches based upon
	student needs.
	 Adapting assessment activities where possible to meet any particular
	requirements or needs
Assessing	 Encouraging all students to reach their full potential
Learning	 Ensuring assessment planning is individual
	 Giving on-going developmental feedback at a level to suit the student
	 Recognising and valuing individual achievements
	 Communicating with your team members to ensure they are aware of
	any student requirements or issues
Quality	 Evaluating your delivery to ensure you have included all students fully
Assurance	in your session
and	 Liaising with the awarding organisation regarding any modifications
Evaluation	required to the learning and assessment activities
	 Obtaining feedback from your students in different ways: for example,
	verbally, written or electronically

ASSIGNMENT PACK B

ASSIGNMENT 4 (The portfolio shows as green points).

4/1.2	Complete a table in your portfolio giving 4 examples of teaching and learning approaches you currently use. The Learning and Teaching Styles table below could help to give ideas for strengths and limitations for each approach/style.
4/3.1	In your portfolio complete the Inclusive Teaching and Learning Plan based on a lesson you currently teach. Your plan should be for a session between 30 & 60 minutes in length. Please see the example below for guidance.
4/2.2	In your portfolio give your reasons, with examples on why it is important to select 1. T & L approaches, 2. Resources and 3. Assessment Methods to meet individual learner needs.	300 – 500
4/3.2	Complete the table in your portfolio based on the Session plan you have used for 2/3.1. Again the Teaching Styles table below could help.

ASSIGNMENT 5

Use the internet or books to research constructive feedback. Specific ideas to include are SMART or SMARTER targets and the ‘praise sandwich’. Complete the assignment in your portfolio addressing each of the assessment criteria. Try to give examples from your own teaching where possible.

300-500

ASSIGNMENT 6 (The portfolio shows as orange points).

4/1.3

Explain why you as a teacher have a responsibility to help develop these skills . Now explain how you help embed each skill . (Your examples do not all have to come from the same session) For Example: Bill teaches brick laying. This includes teaching students about: Measuring plots and calculating the amounts of materials required. How to talk to customers and suppliers both in person and by phone. How to process orders that have to be completed by hand and electronically. Bill is embedding Numeracy, Literacy (reading, writing and communication) and ICT in his teaching.

300-500

Learning and Teaching Styles

Style	Reasons		Advantages		Disadvantages
		Larger audience				Students passive
						No feedback
		Economy of
						Can create
		resources		Effective use of
						negative learning
		Quality of		time
						experiences
Lecture		information		Large numbers of
						No facility for an
		Quantity of		students with
						assessment
		information		access to the same
						Difficult to record
		Effective use of		information
						information
		specialist
						No facilitation of
		resources
						student learning
		Accurate display of
		specific tasks	 Can be done with a
		Visual learning
				large number of		Basically a passive
		experience
				students		student role
		Aural learning
				Outside experts		Difficult in
		experience
Demonstration				can be used		‘projection’ to a
		Display of
				Can be planned		larger audience
		psychomotor skills
				and incorporated		No evidence of
		Simplifies a task
				into a scheme of		student learning
		using step by step
				work
		actions
		Display of
		specialist tasks
		Realistic work
		simulation
		Creates active
		rather than passive
		learning		As opposite
Case Study		Encourages team		Useful to help		Assessing
		interactions		assess common
		Integrated with		skills
		other subjects
		Student centred
		Enables problem
		solving skills

Style	Reasons		Advantages		Disadvantages
		Experiential				Needs student
		learning				cooperation
		Student centred				Can leave negative
		Realistically work		As opposite		learning
		related				experiences
				Smaller groups
		Group work				Self confidence
				offer a more	
		Active not passive		personable		needed
						Needs good
		Transfer of		learning	
Role Play		knowledge		experience		organisation
		Problem solving		Feedback on		Realistic
		Communication		learning		Good planning
		skills		Interaction		required
		Expression		between student		Time involved
				and tutor
		Confidence				Demotivating if not
		building				controlled
		Assessing and				effectively
						Risk of isolation
		recapping			
		1-1 or small group
		feedback
Tutorials and		Interactive
Seminars		discussions
		Assignment work
		Assessment
				Very specific
				learning targets		Can stifle teacher
		Reach a larger		Students told	
				reasons why		creativity
		audience		content is		Requires well
		simultaneously
Direct				important. This		organised content
Teaching		Controlled content		helps to clarify		preparation and
		Easy to time		lesson objectives		good oral skills of
		Easy to manage		Good for teaching		communication
				specific facts and		Passive learning
				basic skills
				Easy to time
		Active not passive				Teacher must
						control timings
		Illicit prior
						Uncertain outcome
		knowledge and
						results might not
		learning
Mind Mapping						meet teachers’
		Student centred		As opposite
						expectations
		Sharing knowledge
						Information may be
		and ideas
						difficult to collate
		Collaborative
						Needs student
		learning
						cooperation

Style	Reasons		Advantages		Disadvantages
				Visual		Quickly dates
						Can be expensive
		Large numbers		Cost effective
						to produce or
		Visual learning		Permanent record
Video Slides						purchase
		experience		Assessment tool
						Availability of
		Aural learning		Training aid
						resources
		experience		Reinforcement of
						Required technical
				facts
						knowledge
				Students can		Students must
						have computer
				access CBI at their
						skills
				own convenience
		Student centred				Equipment may fail
				Student centred
						Internet access
CBI		learning		Students can
						required
		Students can work
				review portions of
(Computer						Responsibility of
		in their own time		the CBI until it is
Based						the teacher to
		Mobile learning		understood
Instruction)
						monitor student
		Home or private		Students can sit
						progress
		study		pre-set tests to
						Computer does not
				measure their
						know when the
				understanding and
						student is having
				knowledge
						difficulty

INCLUSIVE TEACHING AND LEARNING PLAN
Teacher	A N OTHER		Subject	COACHING ATHLETES
Learning Group	NUTRITION		Date	01-01-2014
Resources necessary for session			Specific needs, e.g. differentiation, H&S
The Complete Guide to Sports Nutrition (4th Edition) (Bean, 2003) Laptop, projector, Power Point, Screen 2x bags of weekly groceries – variety of mostly good items, but add some bad too 3x tables 12x chairs 10x Tupperware style food boxes Spare pens and pencils			Make sure that Sam is sat near front and that he can see me speaking, (Hearing impairment). Check PAT dates on electricals.
Key skills/ functional skills opportunities		NUMERACY- SIZE OF FOOD PORTIONS IN GRAMS LITERACY – READING INFORMATION, WRITING PLANS ICT- RESEARCH INTERNET FOR FOOD TYPES

Time	Content	Teacher Activity	Student Activity	Learning Check
0-1	Introduce Subject	Speaking	Listening
1-2	Safety/domestics/rules	Speaking,	Listening
		pointing to exits	Watching
	Ice Breaker – split into pairs
	to interview each other on	Listening to the	Speaking in
	what they ate and how much	pairs to get an
			pairs, writing
	for dinner last night and	idea on		Q & A
2-5			and then
	breakfast this morning, and	foodstuffs that
			presenting to
	any snacks. Then present	have been
			the group
	each other’s meals to the	consumed
	group.
	Use Food Pyramid slide to
	show food types, portions		Listening, but
5-20	per day. Use portion size	Speaking	able to ask
				Q & A
	table slide and foodstuffs to		questions
	show portion size.

Time	Content	Teacher Activity	Student Activity	Differentiation
	Athletes split into 2 groups,		Speaking,
20-30	mixed sex and plan daily	Listening,	grouping
	meals, min 2 days worth	facilitating	groceries into
			daily meals
	Athletes to plan their meals		Writing, but able	Check worksheets
30-40	for the next 3 to 7 days on	Facilitate
			to ask questions
	worksheets provided

ASSIGNMENT PACK C

ASSIGNMENT 7 (The portfolio shows as purple points).

5/1.1	Use the reference sheets on Assessment (below) to address each of the Assessment criteria (please see specific page reference number). You should also include examples from your own practice. P 24, 28	1800 – 2500
5/1.2	P 35 -37
5/1.3	P 35 – 37
5/1.4	P 25 – 27
5/2.1	P 25 -27
5/2.2	P 30 – 31
5/2.3	Examples – what will be assessed; timescales- how long will candidates have; permitted equipment/support
5/4.1	P 34
5/4.2	P 34

ASSIGNMENT 8

MICRO TEACH SESSION PLAN. The more active you make your Micro Teach for your learners the more likely you are to pass. Your Micro Teach must be on a topic/subject that you DO NOT NORMALLY TEACH i.e.; a hobby or interest. Examples include; Dancing, rugby tackle, ‘cooking’- cake icing, making coconut ice, a picnic, easy trifles and many more.., bee keeping; pouring a perfect pint; origami; balloon animals…… DO NOT PREPARE A LECTURE. IF YOU DO, YOU WILL FAIL. The principal of the micro teach is that you understand that your learners will learn by doing and not by being told. It is strongly advised to talk through your ideas and plan with your Micro Teach Assessor prior to delivering your Micro Teach. What follows is advice, you do not have to meet every single criteria.

Unit 2 2/4.1, 4.2 & 4.3

ASSIGNMENT 9 (The portfolio shows as grey points).

5.1 5.2

In your portfolio complete this assignment as a reflection of your Micro Teach.

400-700

ADDITIONAL DOCUMENTS

You also need to complete 3 peer observations (3 other micro teach sessions) and the self-evaluation sheets in your portfolio.

You also need to complete the sheets Professional Development Journal E&T 1, 2,& 3 based on each of the three Assignment packs.

Once all is completed, number your pages (not sides) in the bottom right hand corner and fill in the page range numbers on the front sheets of your portfolio. Eg, if assignment 1 (yellow) falls on pages 6,7,8,9 fill in 6 – 9 next to all the yellow boxes and so on.

Finally, ensure that you have signed and dated wherever required and send a hard copy of your portfolio to;

Trainer name & address

Planning for Assessment

Assessment is a way of finding out if learning has taken place. It enables you to ascertain if you student has gain the required skills, knowledge and/or attitudes needed at a given point towards their programme of learning. If you don’t plan for and carry out any assessment with your students, you will not know how well or what they have learnt.

Assessment can help your students by:

• Diagnosing any areas of concern to enable support to be arranged

• Encouraging discussions and questions

• Ensuring they are on the right programme at the right level

• Gaining feedback regarding what has been achieved so far, ascertaining areas for development and what is yet to be learnt and achieved

• Maintaining motivation

• Recognising what they have learnt

• Seeing any mistakes they have made: for example, spelling, grammar and punctuation in a written task or errors during their performance.

Assessment is not another term for evaluation; assessment is of the students whereas evaluation is of the programme. Assessment is specific towards student’s achievements and how they can improve. Evaluation includes feedback from your students and others to help you improve your own practice and the overall student experience.

Assessments are usually:

• Internally set – produced by you, or your organisation: for example, questions or assignments, which will also be marked by you

• Externally set – usually by an awarding organisation: for example, an assignment or examination. These will either be marked by you, a colleague, or by the awarding organisation that produced them.

The Assessment Cycle

Depending upon the subject you are assessing, and whether it is academic (i.e. knowledge) or vocational (i.e. performance), you will usually follow the assessment cycle.

The cycle will continue until all aspects of the qualification have hopefully been achieved by your student, or perhaps not if they decide to leave the programme.

The cycle will then begin again with an initial assessment regarding the next subject area or unit of the qualification. Throughout the cycle, standardisation of assessment practice between assessors should take place; this will help ensure the consistency and fairness of decisions, and that you all interpret the requirements in the same way. Internal verification/quality assurance will also take place as part of the quality-assurance process.

 Initial assessment – ascertaining if you student has any previous knowledge or experience of the subject to be assessed. Relevant initial assessment activities will also give you information regarding your students: for example, any specific assessment requirements they may have, their learning style, or any further training and support they may need.

• Assessment planning – agreeing suitable types and methods of assessment with each student, setting appropriate target dates, involving others as necessary: for example, colleagues or workplace supervisors, and following relevant organisational guidelines.

• Assessment activity – these relate to the methods used, i.e. assessor-led – for example, observation or questioning – or student-led: for example: completing assignments or gathering appropriate3 evidence of competence.

• Assessment decision and feedback – making a judgement of success or otherwise. Giving constructive feedback and agreeing any further action that may be necessary.

• Review of progress – the assessment plan can be reviewed and updated at any time until your student completes their programme or qualification. Reviewing progress with your students will give you an opportunity to discuss any other issues that may be relevant to their learning. Reviewing the assessment activities used will give you the opportunity to amend them if necessary.

Records should be maintained throughout all aspects of the assessment cycle. Formal assessment activities will count towards your student’s achievement of their qualification: for example, successful completion of an assignment, examination or text. The criteria for these will be stated in the syllabus or qualification handbook and will probably be known as assessment criteria and linked to the learning outcomes of the qualification. Formal assessments are usually completed with certain constraints such as a time limit or the amount of resources that can be used by students.

Informal assessment activities can take place at any time you are in contact with your students: for example, oral questions during a tutorial review, or a quiz or discussion at the end of a teaching session. Informal activities might not always count towards your student’s achievement of their qualification, but will inform you how much learning is taking place.

Example

Cameron has taught a numeracy programme according to the syllabus, over three terms. At the end of each term, his students take an externally set formal test provided by the awarding organisation. To plan for this, Cameron ensured he had delivered all the required content within the time, arranged for the classroom to be of the test. Prior to this he gave them an internally devised test to check their progress. He had also been asking questions throughout the term to check knowledge. This informal assessment ensured that his students were ready for formal assessment.

Assessment should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you.

Planning

Unless all your students are taking an examination or test on the same day at the same time, assessment should be planned for and carried out on an individual basis. Failing to plan how you are going to assess your students may result in your students failing the assessment activity. Assessment planning should be a two-way process between you and your students; you need to plan what you are going to do, and they need to know what is expected of them. If your students are all working towards the same assignment, you will still need to agree target dates for completion and discuss any specific requirements your students may have. If

your students are to be assessed in their place of work, you will need to agree individual assessment activities and target dates. When planning for assessment, consider: who, what, when, where, why and how, to ensure both you and your student are aware of all the requirements.

You might need to complete an assessment plan or action plan with you students to formally document what they are aiming to achieve. This record is like a written contract between you and your student towards the achievement of their qualification. However, it can be reviewed, amended and updated at any time.

When planning for assessment, you need to ensure what you use will be valid and reliable, and that you are being fair and ethical.

• Valid – the assessment is appropriate to the subject/qualification and assesses only what it set out to.

• Reliable – if the assessment is carried o9ut again with similar students, similar results will be achieved.

• Fair – the assessment is appropriate to all students at the required level, is inclusive, i.e. available to all, and differentiates for any particular needs.

• Ethical – the assessment takes into account confidentiality, integrity, safety and security.

These aspects must always be considered carefully, to ensure you are assessing only what is necessary and relevant, at a level to suit your students, and to ensure there is no favouritism. You also need to consider the environment in which you are assessing, i.e. that it is suitable, accessible and does not create any unnecessary barriers. Any resources you use should be relevant and effective. If you have students with any particular requirements, you need to consider how you can help meet their needs. Always check with your organisation what you can do as you may need formal approval to make any changes.

Some examples of meeting your student’s needs include:

• Adapting or providing resources and equipment

• Adapting the environment

• Allowing extra time

• Arranging to use another language (e.g. Bilingual Welsh, British Sign Language)

• Changing the date and/or time

• Liaising with others who could offer advice or technical support

• Maintaining constant contact and support: for example, via e-mail

• Providing specialist support staff

• Providing the assessment information in an alternative format

• Using a different location which is more accessible

• Using different assessment types and methods to suit learning styles

• Using ICT and new emerging technologies

• Using larger print, Braille, or other alternative support mechanisms

Always check with your awarding organisation to ensure you are following their regulations and requirement before making any changes. You may need to communicate with others who have an interest in your students’ progress: for example, their employer, or others who also teach or assess your students.

Assessment planning should be inclusive to al, and always be specific, measurable, achievable, realistic and time-bound (SMART).

• Specific – the activity relates only to the qualification and assessment criteria being assessed and is clearly stated.

• Measureable – the activity can be measured against the qualification and assessment criteria, allowing any gaps to be identified.

• Achievable – the activity can be achieved at the right level.

• Realistic – the activity is relevant and will give consistent results.

• Time Bound – target dates and times are agreed.

You will need to take into account the possible contribution of any other people involved in the assessment process: for example, colleagues, managers, supervisors or witnesses. You should always inform your students when they can expect to receive any feedback or formal recognition of their achievements.

Assessment Types

Assessment types include initial (at the beginning), formative (on-going) and summative (at the end). Depending upon the subject you are assessing and the relevant awarding organisation’s requirements, you might carry out various types of assessment with your students that could be on a formal or informal basis.

Initial Assessment

This should take place prior to or when your students commence a particular programme or subject; see Chapter 3 for further information regarding initial diagnostic assessment. A quick question during your session, ‘Has anyone done this before?’, will soon give you some idea of what your students already know. Relevant initial assessment activities will also give you information regarding your students: for example, any specific assessment requirements or needs they may have, their learning style, or any further training and support they may need.

Formative Assessment

Formative assessment should take place continually throughout your students’ time with you and allow for development to take place. Simply asking questions and observing actions can help you give on -going feedback to enable your students to develop further, before a summative or final assessment takes place.

Assessing your students on a formative basis will enable you to see if they are ready prior to a summative assessment. You could use activities, quizzes and short tasks for them to carry out which would make the assessment process more interesting and highlight any areas that need further development. If you are assessing a programme where the activities are provided for you, for example, examinations or tests, there is often a tendency to teach purely which is required for them to achieve a pass. Teaching to pass tests or examinations does not maximise a student’s ability and potential and they may forget everything afterwards.

Summative Assessment

Summative assessments usually occur at the end of a program, topic, unit or full qualification. They can often be quite stressful to students and sometimes lead to a fail result even though the student is quite capable under other circumstances. However you assess your students, you must always make sure you are assessing only what needs to be assessed, i.e. the qualification requirements.

Assessment Methods

The methods you use will depend upon whether you are assessing knowledge, skills or attitudes. Whether the awarding organisation states which methods you must use, or whether you choose your own, you need to treat each student as an individual, take into account equality and diversity and any particular student requirements.

Formal and Informal Assessment

Assessment methods are different from assessment types. A method is how the assessment type will be used and will be classed as formal or informal.

All assessment methods should be suited to the level and ability of your students. A level 1 student might struggle to maintain a journal; a level 2 student may not be mature enough to accept peer feedback; a level 3 student may feel a puzzle is too easy, and so on.

Table 6.1 Formal and Informal Assessment

Formal Assessment Methods Include:		Informal Assessment Methods Include:
	Assignments		Discussions
	Case studies		Gapped handouts
	Essays		Journals/diaries
	Examinations		Peer assessment
	Multiple-choice questions		Puzzles and crosswords
	Observations		Self assessment
	Professional discussions	 Questions – oral and written
	Projects		Quizzes
	Tests		Role plays
	Witness testimonies		Worksheets

Questioning Techniques

Questions are often the best way to assess knowledge. If you are asking questions verbally of a group of students, ensure you include all students. Don’t just let the keen students answer first as this gives the ones who don’t know the answers the chance to stay quiet. Ask a question, pause for a second and then state the name of a student who can answer. This way, all students are thinking about the answer as soon as you have posted the question, and are ready to speak if their name is asked. This is sometimes referred to as ‘pose, pause, pounce’ (PPP). To ensure you include everyone throughout your session, you could have a list of their names handy and tick each one after you have asked them a question. If a student doesn’t know the answer, ask them to guess. That way they have to think and can’t opt out. If they guess wrongly, state it was a good attempt and then ask another student. When asking questions, use only question in a sentence, as more than one may confuse your students. Try not to ask ‘Does anyone have any questions?’ as often only those who are keen or confident will ask, and this doesn’t tell you what your students have learnt. Try not to use questions such as ‘Does that make sense?’ or ‘Do you understand?’ as your students will often say ‘Yes’ as they feel that’s that you expect to hear.

Try to use open questions that require an answer to demonstrate knowledge and understanding. For example, ‘How many days are there in September?’ This ensures your student has to think about their answer. Using a closed question such as ‘Are there 30 days in September?’ would give only a yes/no answer, which doesn’t show you if your student has the required knowledge. Open questions usually begin with who, what, when, where, why and how.

If you are having a conversation with your student, you can ask probing questions to ascertain more information. These can be with: ‘Why was that?’ You can prompt your student to say more by asking ‘Can you go over that again?’

If you have to write your own questions for students, think how you will do this, i.e. short questions, essay-style questions, open, closed or multiple choice. If you are giving grades, e.g. A, B, C, or pass/merit/distinction, you need to clear grading criteria to follow to make sure your decisions are objective, otherwise your students may challenge your decisions.

Multiple-choice questions should have a clear question and three or four possible answers. The question is known as the stem, the answer is called the key and they wrong answers are called distracters. Answers should always be similar in length and complexity. Answers should not be confusing, and there should be only one definite key.

If you are using the same question for different students at different times, be careful as they may pass the answers to each other. You may need to rephrase some questions if your students are struggling with an answer, as poor answers are often the result of poor questions. For essay and short-answer tests you should create sample answers to have something to compare with. Be careful with the use of jargon – just because you understand doesn’t mean your students will.

You need to be aware of plagiarism, particularly now that so much information is available via the Internet. Students should take responsibility for referencing any sources of all work submitted, and may be required to sign an authenticity statement. If you suspect plagiarism, you could type a few of their words into an Internet search engine or specialist program and see what appears. You would then have to challenge your student as to whether it was intentional or not, and follow your organisation’s plagiarism procedure.

Observation

Observation is a good way to assess skills and attitudes. Observing your students enables you to see just how well they are doing. Let your student make a mistake (if it is safe) rather than interrupt them as they will learn from their mistakes. You can then ask them afterwards to see if they realised. You can also observe group work and presentations; this can encourage students to give peer feedback. You would need to make a decision as to the contribution of each student if his or her work was part of a group activity. Observations are useful in the workplace to assess your students’ competence, skills and attitudes. You can always follow an observation with questions to check knowledge and understanding.

Peer and Self – Assessment

Peer assessment involves a student assessing another student’s progress. Self-assessment involves a student assessing his or her own progress. Both methods encourage students to make decisions about what has been learnt so far, and to reflect on aspects for further development. Your students will need to fully understand the assessment criteria, and how to be fair and objective with their judgements. Throughout the process of peer and self-assessment, students can develop skills such as listening, observing and questioning.

Peer Assessment Advantages are that:		Peer Assessment Limitations Include:
 They can reduce the amount of teacher		 All peers should be involved therefore
	assessment		planning needs to take place as to who
	They increase attention for activities		will give feedback and to whom
	such as peer presentations if feedback		Appropriate conditions and environment
	has to be given		are needed
 Students are more focused upon the		 Assessor needs to confirm each
	assessment criteria		student’s progress and achievements as
 Students may accept comments from			it might be different from their peer’s
	peers more readily than those from the		judgement
	Assessor	 Everyone needs to understand the
 They promote student and peer			assessment criteria
	interaction and involvement	 Students might be subjective and
			friendly rather than objective with their
			decisions
		 Needs to be carefully managed to
			ensure no personally conflicts or
			unjustified comments
		 Should be supported with other
			assessment methods

Peer Assessment Advantages are that:		Peer Assessment Limitations Include:
		 Some peers may be anxious, nervous or
		lack confidence to give feedback
Self –Assessment Advantages are that:		Self-Assessment Limitations Include:
		 Assessor needs to discuss and
		confirm progress and achievement
		 Difficult to be objective when making
 It encourages students to check their		a decision
		 Students may feel they have
	own progress	achieved more than they actually
	It encourages reflection	have
 Mistakes can be seen as		 Students must fully understand the
	opportunities	assessment criteria
 It promotes student involvement and		 Students need to be specific about
	personal responsibility.	what they have achieved and what
		they need to do to complete any gaps
		 Some students may lack confidence
		in their ability to make decisions
		about their own progress

Peer assessment can also be useful to develop and motivate students. However, this should be managed carefully, as you may have some students who do not get along and might use the opportunity to demoralise one another. You will need to give advice to your students as to how to give feedback effectively. If student feedback is given skilfully, other students may think more about what their peers have said than about what you have said. If you consider peer assessment has a valuable contribution to make to the assessment process, ensure you plan for it to enable your students to become accustomed and more proficient at giving it. The final decision as to the competence of your student will lie with you.

Examples of peer and self – assessment activities include students:

• Assessing each other’s work anonymously and giving written or verbal feedback

• Completing checklists, templates or pro-forma

• Giving grades and/or written or verbal feedback regarding own or peer presentations

• Holding group discussions before collectively agreeing a grade and giving feedback, perhaps for a presentation

• Suggesting improvements to their own or peer’s work

• Producing a written statement of how they could improve their own or peer’s work

Making Decisions and Giving Feedback

The decisions you make regarding your students’ progress can affect them both personally and professionally. It’s important to remain factual about what you have assessed and to be objective with your judgements. You should never compromise and pass a student just because you like them, feel they have worked hard or under pressure to achieve targets.

When making a decision, check for VACSR:

• Valid – the work is relevant to the assessment criteria

• Authentic – the work has been produced solely by the student

• Current – the work is still relevant at the time of assessment

• Sufficient – the work covers all the assessment criteria

• Reliable – the work is consistent across all students, over time and at the required level.

You will need to complete relevant records to prove that assessment took place. Usually, you will keep the original document and give your student a copy. This is because it is more difficult to forge a copy than an original document.

Reviewing Process

It is important to review your students’ progress regularly, as this give you the opportunity to discuss on a one-to-one basis how they are progressing, what they may need to improve and what they have achieved. Often, this is formally documented and signed by both parties so that records of the discussion are maintained.

Reviews are a good opportunity to carry out formative assessments in an informal way. They also give your student the chance to ask questions they might have been embarrassed about asking in a group situation.

Giving Feedback

All students need to know how they are progressing, and what they have achieved. Feedback should help reassure, boost confidence, encourage and motivate. Feedback can be given formally, i.e. in writing, or informally, i.e. verbally, and should be given at a level, which is appropriate for each student. Feedback can be direct, i.e. to an individual, or indirect, i.e. to a group. It should be more thorough than just a quick comment such as ‘Well done’ and should include specific facts which relate to progress, success or otherwise in order to help your students develop.

You could always ask your students first how they think they have done. For example, if you have just observed them perform a task and they made a mistake it gives them the opportunity to say so before you need to.

If possible, feedback should be a two-way process, allowing a discussion to take place to clarify any points. If you are giving verbal feedback, be aware of your body language, facial expressions and tone of voice. Don’t use confrontational words or phrases likely to cause offence such as racist or stereotypical remarks. Take into account any non -verbal signals from your students; you may need to adapt your feedback if you see they are becoming uncomfortable. If you are giving written or electronic feedback consider that how your student reads it may not be how you intended it.

Feedback should never just be an evaluative statement like ‘Well done’, or ‘That’s great, you’ve passed.’ This doesn’t tell your student what was done well, or was great about it. Your student will be pleased to know they have passed; however, they won’t have anything to build upon for the future.

Descriptive feedback lets you describe what your student has done, how they have achieved and what they can do to progress further. It enables you to provide opportunities for your student to make any adjustments or improvements to reach a particular standard.

Skinner (1968), a behaviour theorist, argued that students need to make regular active responses. These responses need immediate feedback with differential follow-ups depending upon whether or not they were correct. Without immediate feedback, especially when the response is wrong, your student will carry on making the same mistake thinking they are right. They will then have to unlearn their response. Time can be wasted by students unlearning their wrong responses instead of learning new behaviours.

Most people need encouragement, to be told when they are doing something well and why. When giving feedback it can really help your student to hear first what they have done well, followed by what they need to improve, and then end on a positive note to keep them motivated. This is known as the ‘praise sandwich’. Often, the word ‘but’ is used to link these points; replacing this with the word ‘however’ is much easier for your student to accept.

Using your student’s name makes the feedback more personal, and making the feedback specific enables your student to see what they need to do to improve. You will need to find out from your organisation how they require you to give feedback; for example, writing in the first, second or third person. You also need to know whether it should be given verbally and/or written; formally or informally; how much detail should be given; what forms must be completed; and what records must be maintained.

The advantages of giving constructive feedback are that it:

• Creates opportunities for clarification and discussion

• Emphasises progress rather than failure

• Helps improve confidence and motivation

• Identifies further learning opportunities or any action required

You could ask for feedback from your students as to how they felt about the assessment process. This will help you improve your own skills or to pass on information to the Awarding Organisation if necessary.

Assessment Records

Records must be maintained to satisfy your organisation’s internal quality-assurance systems, and external regulators such as Ofsted, and the awarding organisation’s requirements. Assessment records must show an audit train of your students’ progress from commencement to completion and are usually kept at your organisation for three years. If a student loses their work, without any assessment records you have nothing to show that you actually assessed it. If you are teaching a programme which does not lead to a formal qualification, i.e. non-accredited, you will still need to record student progress. This is known as recognising and recording process and achievement. (RARPA).

Records must be up to date, accurate, factual and legible whether they are stored manually or electronically. If you are saving to a computer, always ensure you have a backup copy in case any data are lost. You must always maintain confidentiality and follow relevant legislation such as the Data Protection Act (2003), which is mandatory for all organisations that hold or process personal data. The Freedom of Information Act (2000) gives you students the opportunity to request to see the information your organisation holds about them. Keeping full and accurate factual records is also necessary in case one of your students appeals against an assessment decision. If this happens, don’t take it personally; they will be appealing against your decision, not you.

Assessment Records

The types of assessment records you might		You might also use and need to maintain
maintain include:		other records such as:
	Achievement dates and grades,		Action plans
			Appeals records
	E.g. pass/refer	
 Assessment plan and review records			Application forms
	Assessment tracking sheet showing		Authentication statements
	progression through a qualification for		Checklist
	all students		CPD records
	Diagnostic test results		Copies of certificates
	Feedback and action records		Enrolment forms
	Initial assessment records		Observation reports
	Learning styles results		Receipt for assignments
	Observation checklists	 Register or record of attendance
	Performance discussion records		Retention and achievement records
	Progress reports		Standardisation records
	Records of achievement		Tutorial reviews
 Records of oral questions and			Unit declarations
	responses		Witness testimonies

Assessment Methods

Methods	Descriptions	Strengths	Limitations
		Can challenge your	Ensure all aspects of
		student’s potential or
			the syllabus have
		consolidate learning
	Several activities or		been taught
		A well-written project
Assignments	tasks to cover theory		beforehand
		will help your student
	and practice		Must be individually
		provide evidence of
			assessed and written
		knowledge, skills
			feedback given
		and attitudes
		All students can	Assessor needs to
	Students talk about a		keep the group
		participate
	relevant subject		focused and set a
Discussions and/or		Allows freedom of
	which contributes to		time limit
Debates		viewpoints,
	the assessment		Some students may
		questions and
	criteria		not get involved,
		discussions
			others may take over
		Can take place at a	Students need to be
		time to suit students
			computer literate
		Participation is
			Authenticity of
E-assessments or	Assessment using	widened
			student’s work may
online assessments	ICT	Results can be
			need validating
		instantly generated
			Technical support
		Less paperwork for
			may be required
		the assessor
		Useful for academic	Marking can be tine-
		subjects	consuming
Essays	Formal pieces of	Can check your	Plagiarism can be an
	written text	students’ language	issue
		and literacy skills at	Students need good
		specific levels	writing skills
			Some students may
			be anxious
		Can be ‘open book’,	Students may have
	Formal tests which	or ‘open notes’,	been taught purely to
Examinations	should be carried out	enabling students to	pass expected
	in certain conditions	have books and	questions, therefore
		notes with them	they may forget
			everything
			afterwards
	Students keep a	Develop self-
		assessment skills	Should be specific to
	record of their
		Relate theory to	the learning taking
	progress, their
		practice	place and be
	reflections and
Journal or diaries		Help assess	analytical rather than
	thoughts, and
		language and	descriptive
	reference these to
		literacy skills	Can be time-
	the assessment
		Useful for higher-	consuming to read
	criteria
		level programs

Methods	Descriptions	Strengths	Limitations
			Timing must be
		Enable skills to be	arranged to suit your
		seen in action	student,
Observations	Watching students	Can assess several	communication
	perform a skills	aspects of a	needs to take place
		qualification at the	with others (if in your
		same time (holistic)	student’s working
			environment)
		Promote student	There may be
		involvement
			personality clashes
		Activities can often
			resulting in
	Students giving	correct
			subjective decisions
Peer Assessments	feedback to each	misunderstandings
			Need careful
	other	and consolidate
			management and
		learning without
			training in how to
		intervention by the
			give feedback
		assessor
			Authenticity and
	Formal Records of		currency to be
		Can be complied	checked
	evidence (manual or
Portfolios of		over a period of time	Tendency for
	electronic) to meet
evidence		Student-centred,	students to produce
	the assessment
		promotes autonomy	too much
	criteria
			Can be time-
			consuming to assess
	Conversations	Ideal way to assess
		aspects which are	A record must be
	between the
		more difficult to	kept of the
Professional	assessor and
		observe or to	discussion
Discussions	student based
		complete any	Need careful
	around the
		identified gaps from	planning
	assessment criteria
		other assessments
		Useful backup	Can seem trivial to
		activity if students	mature students
Puzzles, quizzes,	Fun ways of	finish an activity	Does not assess
		earlier than planned	your student’s level
word search,	assessing learning in
		Good way to assess	of understanding or
crosswords, etc.	an informal way
		progress of lower-	ability to apply their
		level students and	knowledge to
		retention of facts	situations
			Questions must be
		Can challenge your	unambiguous
			If the same
	A key technique for	student’s potential
			questions are used
Questions – oral or	assessing	Can test critical
			with other students,
written	understanding and	arguments or
			they could share the
	stimulating thinking	thinking and
			answers
		reasoning skills
			Expected responses
			need to be produced

Methods	Descriptions	Strengths	Limitations
			Checking the
		Ideal for students	authenticity and
	Assessing what has		currency of the
		who have achieved
	previously been		evidence provided is
		aspects of the
Recognition of Prior	learnt to find a		crucial
		program already
Learning (RPL)	suitable starting		Can be time-
		No need for students
	point for further		consuming for both
		to duplicate work, or
	assessment		your students to
		be reassessed
			prove, and you to
			assess
			Can be time-
		Encourage	consuming
	Students act out a	participation	Clear role must be
Role Plays		Can lead to debates	defined
	hypothetical situation
		Link theory to	Not all students may
		practice	want or be able to
			participate
		Promote student
	Students decide how	involvement and	Students may feel
	they have met the	personal autonomy
			they are doing better
Self Assessments	criteria, or are	Encourage students
			than they actually
	progressing at a	to check their own
			are
	given time	work before handing
		it in
			Needs to be carried
		Cost-Effective	out in a supervised
		method as the same	and timed conditions
		test can be used with	Can be stressful to
	Formal Assessment	large numbers of	students
Tests		students	Feedback may not
	Situations
		Some test responses	be immediate
		can be scanned into	Students taking a
		a computer for	test before others
		marking and analysis	may communicate
			the answers
		The witness can
		confirm competence	The assessor must
	Statements from a	or achievements,	confirm the suitability
		providing they are	of the witness and
Witness Testimonies	person who knows
		familiar with the	check the
	the student
		assessment criteria;	authenticity of any
		for example a	statements
		workplace supervisor
	Interactive handouts	Informal assessment	Mature students may
	to check knowledge	activity which can be	consider them
	(manual or	carried out	inappropriate
Worksheets and	electronic)	individually, in pairs	Too many
gapped handouts	Blank spaces can be	or groups	worksheets can be
	used for students to	Useful for lower-level	boring, students
	fill in the missing	students and	might not be
	words	differentiation	challenged enough

ANSWER

ASSIGNMENT PACK A

Table of contents

Introduction

Teachers play a very vital role in shaping the personality of the student. The correct guidance of the students is essential for the student to select the correct path in life. It is the role and responsibility of the teacher to guide the student properly and help them to understand and learn the lesson properly.

Assignment 1

The teacher needs to execute their process of teaching in an organised manner so that the student does not find any difficulties in understanding the lesson. A planned approach to the teaching process is considered to be beneficial in the process of teaching and learning. It is important for the teacher to execute their teaching practices according to the understanding ability of the students. The teachers should also keep the disability of the student into consideration.

1/1.1: Roles and responsibility and their applications

Roles of a teacher:

Organised teaching

The teacher needs to be very specific to the execution of their studies. They need to be organised and learn the behaviours of the student of the driving school. As opined by Kumashiro (2015, p.55), it is very important for the teacher to know the areas of interest of the student and execute their teaching in such a manner that the student finds the lesson interesting. The teacher needs to be very specific in their teaching attitude and provide correct information to the student and avoid confusion in their mind.

Discussing the impact of teaching:

The teacher needs to be specific about the understanding of the student upon a particular topic discussed by them. The teacher needs to discuss the learning impact of the lesson with the student and ensure that the student is able to understand the lesson properly as well as understanding the hidden meaning of life from the discussed lesson. As stated by Jardine (2017, p.45), the regular interaction of the teacher on the topic discussed and understanding their understanding ability upon the discussed topic is vital to understand the efficiency of the teaching of the teacher of the driving school.

Proper interaction with the students:

The proper interaction between the teacher and the students are needed to make sure that the students are not facing any difficulties or doubt in their learning process in the driving school. As mentioned by Savery (2015, p.10), it is the role of the teacher to make sure that the student does not fear in asking their doubt. Clarification of doubt is needed for the effective execution of the teaching.

Responsibilities:

Act as a role model:

The teacher needs to execute a good personality and ensure that they practice what they preach. It is essential for the teachers of the driving school to represent a good character among the students so that they can act as a role model for the student. As mentioned by Volk (2017, p. 60), the student wants teacher they can look up to and follow them in their life.

Keep proper records:

The teacher needs to be very specific in the process of record keeping for the student. A document like the layering licences, the pupil sheets or the licence number is needed to be kept properly. All the details related to the student needs to kept in an organised manner so that there is no issue related to the proper availability of the document in future.

Analysis of the behaviours of the student:

The proper understanding of the behaviour of the student is needed. It is the responsibility of the teacher to identify the points where a particular student is facing the problem and they work for explaining the student properly. As stated by Hattie (2015, p.79), it is very essential for the teacher to explain every small detail of the driving practice to the student leading it.

1/1.2: Company policy or legislation

Maintenance of the time:

The teacher should be very punctual of time. They should be very specific with their timing for the lectures. The teacher coming late to class makes the student reluctance about the lesson and they start taking the teacher lightly. As opined by Cleaver et al. (2018, p. 74), it is vital for the teachers to be on time and ensure that all students are present in the class before they enter.

Maintaining proper dress code:

The teacher needs to be dressed in a proper manner. Their clothes should be clean and appropriate. It is the duty of the teacher to maintaining the health and hygiene of them self as well as the stunts. The Health and safety act at work (1974) mentions that the teachers need to be very specific about the hygiene of the class and maintain a healthy teaching environment.

Complaints

The teacher needs to deal with the different complaints made by the students. The student needs to be given a fear-free environment where they can complain without any fear. Having DVSA as the immediate instructor of a self-employed driving teacher makes sure that there is no unjust practice done with the students. According to the Equality act (2010), the entire student or the employees in the UK has the right to raise their voice against any practice of injustice among them. The government of UK has taken up such acts to make sure that there are no biases are operated throughout the country on the basis of race, cast, colour or languages. The instructor must make sure that all the records of the students are maintained under the Data Protection Act.

Contract of the employment:

The individual working as a self-employed trainer in a driving school doesn’t have any properly written contract. As opined by Schleicher (2016, p.10), the person changes their employment according to their wish and lack any properly written contract. Under the code of Professional practice (2008), the entire instructor much conducts their practice under the rules and regulation of the country and must not be a part of any criminal activities.

1/3.1: Usefulness of professionals

The instructor working with the professional helps in increasing the efficiency of the teachers. The discussion of the teaching techniques with the other instructors and sharing their experiences helps the instructor to learn and include the teaching techniques in their own teaching practice. As opined by Darling-Hammond (2015, p.15), the association of other driving school and interacting with the professional teachers shall be beneficial for the self-employed instructor and will help them to understand the execution of the instruction in a more specific manner.

The association of the driving school with any professional body like that of Agency of driving Institute shall help the instructors to learn the proper teaching techniques that shall be beneficial for the professional development of the instructor. As stated by Cheung (2015, p. 115), the organised and planned approach of the instructor helps them to explain the student the details of driving in a proper manner.

In Case of working in an institution where there is a defined structure for the learned profession and their guidance is taken by the students to improve their understanding of a particular topic and rectify their doubts.

It is important for the instructor to be confident in the process of execution of the teaching to the driving school. The confidence in the working of the instructor makes the student believe their instruction with full faith.

The working with the other professional instructions helps the self-employed teacher of the driving school to execute the teaching process in proper coordination and maintain proper harmony in the school.

1/3.2: Boundaries within the teaching role and the role of the professionals

All the professional activities have some or the other restriction or boundaries in the process of the execution. In case of the driving school, they are under the DVSA and the instructors need to execute a professional attitude in running the school. As mentioned by Wong et al. (2016, p.20), the instructor must possess good quality and execute their teaching with efficiency. The instructor needs to be representing them self as a role model so that the student can trust the teaching and feel proud of them. It is very important for the instructors to stand up to the standards of the DVSA in their process of teaching in the driving school.

The teacher should always maintain a professional attitude and supervise the student in an organised and proper manner. The cod3e of Professional Practice (2008) maintains that the rules set by the government of UK. The teacher should uphold his dignity with respect and execute his practices with proper ethics.

The boundaries of laws and policies are for the protection of the rights of the instructors as well as the students. The boundaries protect the safety of the individual and safeguard them from getting violated.

It is important to note that the same execution of the practices of the teaching by the instructors shall be very monotonous. It is needed that the teachers adopt different teaching treacheries in their regular execution of the lessons and make the study more interesting for the students. The teamwork by the instructors shall encourage the students to work more efficiently and develop their skills better.

Assignment 2

4/2.4: Advantages and disadvantages of ground rules

Advantages:

The ground rules are very essential for the systematic running of the teaching process in a driving school. The effectiveness and efficiency of the leading process are also maintained with the proper practice of the ground rules. The application of the ground rule can be implicated in the learning process of the students or the trainer. This helps in maintaining proper balance within the group and executes the learning practices in an organised manner without any confusion or misunderstanding.

The implication of the ground rule can be possible with the help of proper contact. The ground policy is necessary for the smooth running of the teaching practice. For instance of the cancellation of the classes by the instructor or the students, it is very important to maintain a proper rule. Proper compensation for the sudden cancellation is needed to reduce the level of casualness of both the party. As opined by Sergis and Sampson (2017, p.60), the proper documentation of the rules and regulation between the trainer as well as the student is vital to maintaining proper decorum in the learning process. The formation of the regulation helps the employees to understand the policies of the driving school better and the students ensure that they maintain proper decorum in the institute and seek education in peaceful working condition.

Disadvantages:

The length of the rules and regulation can make the person disinterested in the policy. The use of excessive rules can make the person frustrated and they might find it difficult to deal with the instructor. The executive implication of ground rule can restrict the trainer to execute their teaching strategies in a proper manner without any fear. The use of verbal rules is dangerous. The use of verbal agreement with the instructors and the students during the process of learning does not have any specific basis and can be broken on any ground. As stated by Kenna (2017, p. 50), the lack of proper documentation of the commitment can hurt the sentiments of the individual and hamper the smooth teaching process.

1/ 2.1: Ground rules in a safe and supportive learning environment

The learning environment should be safe and comfortable. The proper place to learn a particular lesson is very important. The student is able to connect easily with the lesson they are though if they are in the proper learning environment. As opined by Airey (2015, p.170), the teachers need to be very specific for the execution of their lesson in a particular environment to make the student understand the lesson better.

The learning environment is very important in the connection of the student with the lesson being taught to them. For instance, if the student is taught a lesson in a clean and calm classroom they will able to concentrate better and will connect faster to their instructor. On the other hand, if the instruction is being conducted in dirty environments the students feel find it difficult to connect with the surrounding and will not be able to understand the lesson properly. The room needs to be big enough to accommodate all the students and space must be enough to make the student comfortable in the process of learning. As stated by Brady and Bates (2016, p.170), the comfortable learning environment helps the students to understand the lesson properly with fresh mind without any disturbance. It is important the learning environment of the institute is free from biases. The entire student must be treated properly and with equality by the instruction and there should not be any kind of discrimination on the basis of preferences. The student with any kind of disability must be provided proper care to utilise the class equally like any other student of the institute.

4/2.3: Teaching styles

The ways that execute the teaching and learning style varies from person to person. It is very important to select the correct approaches for the execution of the ways of instruction. Some are mentioned below:

Organised approach

The instructor or a teacher needs to be very specific in the selection of the topic and the way of presenting it in the class. As opined by Wallerstedt and Pramling (2016, p. 390), the instructor needs to understand the existing knowledge of the employees and work in an effective manner to reduce the level of doubt in the minds of the students. The systematic approach adopted by the teachers in the execution of the lessons is helpful for the students. They are able to connect to the topic and the level of confusion also decreases in this process.

Proper discussion:

The instructor needs to discuss the topic thoroughly in the class to make sure that the students are able to understand the lesson better. The discussion improves the knowledge of the student on a particular topic and helps them to clear their doubts with the instructor regarding the topic. As stated by Brown et al. (2015, p.74), the discussion on the topic with the fellow mates help the students to increase their knowledge on the topic and make them understand the topic better.

Taking feedbacks:

The instructor must take regular feedback from the student. They should make sure that the students are not finding any difficulties regarding their lesson. The instructor is able to understand the areas where the student is finding it difficult to understand. The instructors can try to improve their teaching approaches according to the feedback received by the students. This will help the student to open up and speak out their difficulties. As opined by Jobe et al. (2015, p.70), the practice of communication will enable the students to clear their doubt with the instructors. The feedbacks need to be taken by the students in a proper written manner to avoid any miscommunication. The student can hide their identity while giving feedback to the instructor. This will be effective in the execution of the feedbacks in a proper manner without any fear.

Practical implication:

The practical implication of the lesson is very vital. The instructors should make sure that the students are given proper practical training to increase their efficiency in the driving. The proper guidance of the driving rules can only be understood by the practical implication of the driving practice. The instructors must be very particular with the place of the practical implication of the driving practice and provide a real-life experience to the driver making them confident in driving.

Assignment 3

1/ 1.3: Equality and diversity

Every individual has the right to be treated equally. Each and every individual must have equal right and needs to be treated properly in society. They should not be discriminated on the basis of race, caste, colour, ability, religion or sex. It is necessary to promote equality and diversity for the proper learning environment.

Diversification of the student makes the work of the instructor more challenging. The instructor of a driving school needs to deal with students of different origin. As stated by Strand et al. (2017, p.2580), the instructor should make sure that no student is discriminated on any ground.

The Equality Act (2010) ensures that no individual should be discriminated on the basis of their caste, creed, colour or origin. The instructors need to treat all their students equally and there should not be any policies related to preferences.

According to the Children Act (2004) it has been made compulsory by the government of UK that the entire individual needs to be very specific about the treatment towards the children. The children should be treated with care and it is important to safeguard all rights of the child and make sure that they are not subjected to any violence.

• Students with a physical disability: The student with physical abilities life heading disability or walking inability needs to handles with extra care. The student with a disability of hearing can be provided with hearing machines so that they can listen to the instruction of the instructor and acquire proper knowledge from the trainer without any difficulties. The instructor should make sure that they are able to treat all the employees equally and so the sentiment of no student is hurt.

• A student with learning difficulties: All the students in an institution do not have equal learning abilities and hence it is important for the instructor to understand the level of knowledge taking the ability of the student and teach in a general speed so that no lack behind. As mentioned by Wong et al. (2016, p.20), the proper understanding if the learning ability of the students is vital for the instructor. It gives then the rough idea about the knowledge of the students on a given topic and helps him to execute his leading process by maintaining the standard of the students.

• Equality in the classroom: The student should be treated quality in the class. The instructor should ensure that there is no discrimination done with the student in the driving school and all are treated equally without biases. As opined by Airey (2015, p.170), maintaining equality among the students is important for maintaining a decent learning environment.

• Execution of the lesson without biases: The teacher should possess a professional attitude while execution their lesson in a class. No student should be given any preferences on the basis of liking of the instructors. As stated by Brady and Bates (2016, p.170), the entire student needs to be given equal importance by the instructor and the knowledge should be imparted in all the students equally. It is the duty of the instructor to make sure that the students are able to acquire equal knowledge from the driving school.

4/ 2.1: Ideas and their application for the inclusive teaching and learning environment

The instructor needs to be very specific about their learning process. They need to be very particular with the style of their teaching. As mentioned by Ayres (2018, p.95), the adaptation of the correct and proper teaching techniques helps the student to understand the teachers better.

The understanding of the knowledge and the understanding of the students are important to understanding as it is needed to adopt correct approaches to improve the style of the individual. The correct understanding of the knowledge of the student shall guide the teachers to select the correct plan and adopt correct methodologies in understanding the psychology of the student and guide them in the best possible manner.

It is important to note the environment of the student in the identification of their behaviour. The teacher should ensure that the students need to be free from any barriers. They should be treated equally and their disability shall not be the subject of discrimination.

It is necessary for the instructor to identify the difficulties that the student is facing and work deliberately in the building of a good learning environment. As opined by Birenbaum et al. (2015, p.118), the student should be assisted in the initial stage to understand their knowledge and after the complication of the course, the conduction of the assessment shall be beneficial for the analyzing of the progress of the student.

The availability of the proper resource material is very vital for the execution of the effective learning process. The access to sufficient resource and material help the students in understanding the concept better. Proper session plan will help the instructor to conduct the classes without any problem. It is the duty of the teacher to encourage the student and help in the course of their learning.

4/ 1.1: Features of inclusive learning

The instructor needs to first of all understand the learning behaviour of the students and then identify the correct approach to teach them. The initial understanding of the behaviour and learning of the individual is vital. It is needed that the individual instructor keeps a proper record of any vital disorder of the student like that of dyslexia or diabetics. As viewed by Savery (2015, p.10), the obstruction like that of work commitments, child care or financial problem is also noted down in such case.

The assessments taken in the initial stages are used for preparing proper plans and structure for the effective execution of the teaching lessons. The driving instructor needs to be very particular with the initial assessment as it helps him to make a properly planned chart for the instructions and lessons in the teaching process.

The proper agreement made between the institution and the student helps in building a systematic structure and ensures that both the party will maintain the decorum of the institution and shall not hurt the sentiments of there in any case.

It is needed to make the environment of the learning process accessible to the individuals. The students need to be free from any kind of barriers in the institution. As mentioned by Cashdan and Meadows (2017, p.500), the structure of the institute should be made in concern of the students with a disability so that no student find any difficulty in the learning process.

The instructors need to be approachable so that the student doesn’t find any difficulties in clearing their doubts. There should not be any kind of favouritism or basement in the conduction of the instructions or guidance by the teachers.

1/1.4: Importance to identify and meet the needs of the individual learner

The proper identification of the needs of the individual is needed for the smooth learning process. The restrictions to the effective learning approaches like that of discrimination, biases, prejudice should be avoided. The cunning social practices need to be challenged and avoided in order to build an ideal learning environment.

The students should be made efficient for facing the real world. For the instructor of the driving school, it becomes very important that the students are able to face external challenges. The external condition does not always remain favourable and it is needed that the student is trained properly to make them efficient. Dealing with the group of students in a classroom is difficult. So it is better to state the instructors shall be able to execute their instructors properly in case of one to one teaching.

In some case, it has been identified that the individual learns better in a group. They get motivated by the speed and learning the ability of the other students and work harder to match up to them.

The proper identification and application of different alternative approaches in inclusive learning are beneficial for the instructor as well as the student. It is needed to solve the barriers to effective learning to make sure that the students are able to understand the lessons properly.

1/3.3: Responsibility of establishing learner

The instructors should make sure that they are not encouraging favouritism. It is very easy for the instructor to like a student who is performing well in the class or is obedient. The students who are attentive and are taking initiative in the process of learning are always appreciated by the teachers but the teachers should keep it into consideration that they are not encouraging favouritism in the class.

The instructor needs to very particular that all the students are given a fair and equal chance in the learning process. As opined by Cain (2015, p.22), the weak students need to be given more concentration by the instruction for their development.

The proper understanding of the skills and knowledge of the students by the instructor in the process of class discussion or general interaction is helpful. This helps the teacher to understand the need of the students better.

Every student has their own learning and thus it is important for the instructor to select a planned approach so that all the students are able to derive benefit. The students should express their skills, knowledge and experiences with the instructors and helps them to execute their learning processes properly.

In case the student is missing and instruction or lesson. It is needed that the instructor makes sure that the students are getting proper access to the material they have missed. As opined by Zeichner (2017, p.70), the instructors need to make individual connections in the process of execution of their instructions.

The instructors should ensure that they are proving a safe learning environment for the students and this would help them to understand the lesson better. The students are able to open up to the instructor for the clarification of the doubt.

Conclusion

Hence, it can be concluded that the role of the teacher is very effective in the learning processes of the student. The students having different behaviour, knowledge and learning power makes it difficult for the teacher to execute their teaching process in a proper manner. The individual teaching shall be more effective as it helps the instructor to identify the learning ability of the students better and help them to select the correct approach for the development of knowledge in the student.

References

Airey, J., (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English. English-medium instruction in European higher education. English in Europe, 3, pp.157-176.

Ayres, R.L., (2018). Impact assessment in higher education: a strategic view from the UK. Information and Learning Science, 119(1/2), pp.94-100.
Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L. and Wyatt-Smith, C., (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13(1), pp.117-140.
Savery, J.R., (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.
Cashdan, A. and Meadows, S.,(2017). Helping children learn: Contributions to a cognitive curriculum. Abingdon: Routledge.
Cain, T., (2015). Teachers’ engagement with published research: addressing the knowledge problem. The Curriculum Journal, 26(3), pp.488-509.
Zeichner, K.M., (2017). 2Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-liberalism and the Transformation of Teacher Education in the US. In The Struggle for the Soul of Teacher Education (pp. 52-74). Abingdon: Routledge.
Xing, Y., Tang, J., Liu, H., Lv, C., Cao, D., Velenis, E. and Wang, F.Y., (2018), June. End-to-End Driving Activities and Secondary Tasks Recognition Using Deep Convolutional Neural Network and Transfer Learning. In 2018 IEEE Intelligent Vehicles Symposium (IV) (pp. 1626-1631). IEEE.

Brady, N. and Bates, A., (2016). The standards paradox: How quality assurance regimes can subvert teaching and learn in higher education. European Educational Research Journal, 15(2), pp.155-174.

Brown, M., Dehoney, J. and Millichap, N., (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April.

Cheung, D., (2015). The combined effects of classroom teaching and learning strategy use on students’ chemistry self-efficacy. Research in Science Education, 45(1), pp.101-116.

Cleaver, E., Lintern, M. and McLinden, M., (2018). Teaching and learning in higher education: Disciplinary approaches to educational enquiry. California: Sage.

Darling-Hammond, L., (2015). Want to Close the Achievement Gap? Close the Teaching Gap. American Educator, 38(4), pp.14-18.

Hattie, J., (2015). The applicability of Visible Learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), p.79.

Jardine, D.W., (2017). Back to the basics of teaching and learning: Thinking about the world together. Abingdon: Routledge.

Jobeen, A., Kazemian, B. and Shahbaz, M., (2015). The role of error analysis in teaching and learning of second and foreign language. 3 pp.49-75.

Kenna, T., (2017). Teaching and learning global urban geography: an international learning-centred approach. Journal of Geography in Higher Education, 41(1), pp.39-55.

Kumashiro, K.K., (2015). Against common sense: Teaching and learning toward social justice. Abingdon: Routledge.

Savery, J.R., (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.

Schleicher, A., (2016). Teaching excellence through professional learning and policy reform. Lessons from Around the World, International Summit on the Teaching Profession.2, pp.5-15.

Sergis, S. and Sampson, D.G., (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Learning analytics: Fundaments, applications, and trends (pp. 25-63). New York: Springer, Cham.

Strand, I., Gulbrandsen, L., Slettebø, Å. and Nåden, D., (2017). Digital recording as a teaching and learning method in the skills laboratory. Journal of clinical nursing, 26(17-18), pp.2572-2582.

Volk, D., (2017). Continuities and discontinuities: teaching and learning in the home and school of a Puerto Rican five year old. In One Child, Many Worlds (pp. 47-61). Abingdon: Routledge.

Wallerstedt, C. and Pramling, N., (2016). Responsive teaching, informal learning and cultural tools in year nine ensemble practice: a lost opportunity. Instructional Science, 44(4), pp.379-397.

Wong, E., Cox, M.D., Kwong, T., Fung, R., Lau, P., Sivan, A. and Tam, V., (2016). Establishing communities of practice to enhance teaching and learning: The case at Hong Kong Baptist University. Learning Communities Journal, 8(2), pp.9-26.

ASSIGNMENT PACK B

Table of content

Assignment 4

4/ 1.2: Teaching and learning approach

Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs
TEACHING & LEARNING APPROACH	STRENGTHS IN MEETING INDIVIDUAL LEARNERS NEEDS	LIMITATIONS IN MEETING INDIVIDUAL LEARNERS NEEDS
Demonstration (Driving techniques)	The instructors can work on the lending ability of the student and understand the areas they are facing problem in. As mentioned by Strand, I., Gulbrandsen et al. (2017, p.2575), the instructor is also able to provide details about the application of various rules in driving.	The students might feel problem in asking their doubt to the instructor this might leave the student in confusion and the deliberation of the instruction of the teacher fails badly.
Role Play (Training of the driving test)	This helps the students in having a rough idea about the test. This practice is helpful in increasing the confidence of the students.	This might increase the pressure of the student and might affect their learning process.
Videos (Driving process)	The student learns better through observation. As mentioned by Jobeen et al. (2015, p.22), the selection of correct video in their Lesson shall help the student to connect with the topic even better.	The process is dependent on the technical appliances and the instructor can trust them completely. A problem in the technical parts can affect the entire class.
Diagrams/Pictures (Training process)	The visual diagrams or pictorial representation of the different parts of the vehicles.	The students might get distracted from their path. This might be harmful to the smooth learning process of the students.

4/3.1: Portfolio

INCLUSIVE TEACHING AND LEARNING PLAN
Teacher					Subject
Learning Group					Date
Resources necessary for session					Specific needs, e.g. differentiation, H&S
Key skills/ functional kills opportunities
Timing	Topic Knowledge Skills			Teacher activities		Learning activities		Learning checks
0-2 2-4 4- 6 6-10 10-30 30- 45 45-57 57-60	Introduction of the topics Demonstration of the safety rules Making the students comfortable with the environment The practical implication of the lessons Explaining the sign languages and rules of driving Practice of driving Proper use video and picture in the teaching process Summarization of the lesion and talking assessment.			Speaking Explain the points Speaking Explaining Demonstrating Guiding Explaining Discussing		Listening Watching Communicating Observing Analyzing Practical practice Making notes Discussing doubts		Q&A Checking Activities Q&A

4/3.2: Justification for selection

4/3.2

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

	JUSTIFY OWN SELECTION OF TEACHING AND LEARNING APPROACHES, RESOURCES AND ASSESSMENT METHODS IN RELATION TO MEETING INDIVIDUAL LEARNER NEEDS
LEARNING APPROACHES	It is important for the instructor to make sure they adapt correct teaching techniques as it helps them to explain the lesson better to the student. The use of various practical approaches shall be beneficial for the instructor in explaining the topic to the students. The use of videos and diagrams will be essential in clearing the doubts of the students. The use of regular discussion of the topics is useful for the instructor to understand the level of understanding of the students and ensure better execution of teaching approaches.
RESOURCES	The use of efficient materials related to the topic and use of videos that are related to the topic is useful for a better understanding for the students. The easy access to the study material is needed for the student to gain proper knowledge of the topic. As opined by Brown et al. (2015, p.120), the practical implications of the topic are also very essential for the proper driving practice by the students. The teachers should ensure that the students are able to get the correct resource that they need for the proper learning of the topic.
ASSESSMENT METHODS	Taking assessments are very vital for the effective teaching and learning process. The students need to assist on the particular topic they are taught to make sure that they have understood the topic better. The student needs to assist at the beginning of the classes to understand the rage of knowledge they already have. The final assessment at the end of the session shall explain the knowledge that the student has acquire from the institution. As stated by Wallerstedt and Pramling (2016, p.380), the increase in the knowledge and the clearance of the concept is the contribution of the instructor to the student in the learning process. The assessment helps the instructor to identify that the students understand the topic in the correct manner or not. This also helps the instructor to understand that their teaching approaches are efficient or not.

Assignment 5

5/3.1 Smart target

The instructor should make sure that they consider the positive attitude. It is necessary that the instructor make sure that they consider the positive aspects of the student before considering their drawbacks or negative portions. The students need encouragement for their good work. The encouragement helps their student to perform better and excel in their field. The teacher should make sure that they don’t hurt the sentiments of the students with their harsh word. The punishment given to the students should not be severe. As stated by Airey (2015, p.175), the mental state of the student needs to be pressure free and the learning should be fun and not a burden.

The objects selected for the effective learning and teaching processes of the student. The selected objective needs to be specific and attainable in reality in a specific period of time.

Specific: The effect of ice practice of communication between the students and the instructor.

Measurable: It can be measurable by the effective communication practice and increases in the comfort level between the instructor and his students.

Attainable: It can be attainable with the proper discussion classes. This helps the instructor to know the students better and shall help the student to clear their doubts with the instructor without any doubt.

Realistic: It is possible with the proper interaction among the students in the class as well as with the instructor with the students. The regular discussion on the interest of the students and the identification of the understanding of the students is essential for the instructors.

Time-bound: This objective can be achieved with 2 weeks of proper interaction with the students.

The selection of smart objectives is very essential for the effective execution of the learning and teaching processes. As mentioned by Brady and Bates (2016, p.160), the instructors need to be very specific with the execution of his plans and teaching strategies for the benefit and proper learning of the student. The effective communication practice will help the instructor to execute his strategies without any interruptions.

5/3.2:  Constructive feedbacks

The constructive feedback from the instructor shall be beneficial for the students. This encourages the students to perform better. The positive feedback from the instructor helps the students to build their self-esteem. It fills the students with positive enthusiasm and they try to work even better for future praise. The completely opposite thing will take place if the students are given continuous negative feedbacks by the teacher. This can make their self-esteem low.

56/3.3:  Ways of giving constructive feedbacks

The students are very sensible in nature and must be handled sensitively. The instructor must make sure that they gave the feedback in the form of a sandwich. As opined by Kenna (2017, p.50), the feedback needs to start with a positive connect followed by a negative one and then again accompanied by positive feedback. This will not hamper the sentiments of the students and will allow them to take the negative feedback positively and work on it for better execution in future.

Positive: You were quite good in your first attempt. You handled the breaks and string properly.

Negative: However you didn’t use the indicator while taking a turn until I reminded you.

Positive: You will surely perform much better in the next class. Keep up the good work.

Assignment 6

4/1.3:  Responsibility of teacher to develop skill

The instructors should ensure that they are able to teach the student in an organized and systematic manner. The proper understanding of the Mathematics, English, as well as ICT, is very essential for the student to cope up in the world. The student must know to fill an application form and must be able to use the computer for different record keeping purpose. The instructors teach students who in turn wants to become an instructor in future and teach student driving. The students must be able to have a proper understanding of the planning session. The execution of lessons in a systematic manner to the students is vital. As opined by Sergis and Sampson (2017, p.60), the proper approach of record keeping is very important. The students must be very proper with the understanding of the concept of feedback which shall be beneficial for the students. The students must have good knowledge of mathematics to deal will the fees related issue.

The proper knowledge of literacy enables the students to be very appropriate in the process of the leaning and shall be even beneficial in future when they will execute their own classes. The use of correct words in the process of explanation helps the students to understand the topic better.

The proper understanding of the ICT helps the instructor to handle the computer better. The students become efficient in record keeping and filing online applications. This is helpful for the students in long run.

The proper knowledge of mathematics helps the students to deal with the real world. The students who are willing to become an instructor in the future needs to be very specific with the fees related issues. The calculation of hours of classes also needs to use mathematics.

Hence, it is very vital for the students to have basic knowledge about the subjects like English, Mathematics and ICT to deal with the outside real world.

References

Airey, J., (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English. English-medium instruction in European higher education. English in Europe, 3, pp.157-176.

Brady, N. and Bates, A., (2016). The standards paradox: How quality assurance regimes can subvert teaching and learn in higher education. European Educational Research Journal, 15(2), pp.155-174.

Brown, M., Dehoney, J. and Millichap, N., (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April.

Jobeen, A., Kazemian, B. and Shahbaz, M., (2015). The role of error analysis in teaching and learning of second and foreign language. 3 pp.49-75.

Kenna, T., (2017). Teaching and learning global urban geography: an international learning-centred approach. Journal of Geography in Higher Education, 41(1), pp.39-55.

Sergis, S. and Sampson, D.G., (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Learning analytics: Fundaments, applications, and trends (pp. 25-63). Springer, Cham.

Strand, I., Gulbrandsen, L., Slettebø, Å. and Nåden, D., (2017). Digital recording as a teaching and learning method in the skills laboratory. Journal of clinical nursing, 26(17-18), pp.2572-2582.

Wallerstedt, C. and Pramling, N., (2016). Responsive teaching, informal learning and cultural tools in year nine ensemble practice: a lost opportunity. Instructional Science, 44(4), pp.379-397.

ASSIGNMENT PACK C

Table of contents

Assignment 7

5/1.1: Type of assessment used in education and training

The assessment must be carried in a systematic manner to assess the improvements the learning ability of the student. The proper assessment of the ability of the students helps the instructor to guide them in an organized and systematic manner. The students are able to learn their regular lesson with the regular assessment practice and are even able to identify their learning drawbacks.

Initial assessment: The initial assessment helps the instructor to identify the ability of the student and the knowledge they already acquired. This enables the instructor to select the correct approach to the learning process.

Planning: The proper planning of the execution of the lesions by the instructor making sure that it doesn’t create any kind of confusion is very essential. As opined by Lim and Wang (2016, p.30), the students should be taught in a systematic manner and the instructor should ensure that they are able to solve all the doubts of the students.

Activity: The regular class activities like that of discussion on the topic taught and use of life examples for the better understanding is efficient. The students are able to understand the lesson better with the use of related videos and diagrams.

Feedback: The feedback from the instructor helps the students to identify their drawbacks and work hard to rectify it. The positive feedbacks encourage the students and they are able to work even better.

Progress: The final assessment helps the instructor to have proper judgment upon the progress of the students on the enhancement of his skills and knowledge after the session of driving school.

5/1.2: Different method of Assessments

The different methods of assessments are as follows:

• Assessment: it is a formal way after the end of the session

• Essay: Formal writing of taught topics

• Portfolio: Records for formal evidence

• Class discussions: communication in class

• Worksheet: handouts to check knowledge of the students

• Self-assessment: helps in a better understanding of the topic

• Discussion: helps in clarification of doubts

5/1.3: Strengths and limitations of assessments practices

Assessment practices	Strengths	Limitations
Assessment	Potential of the students can be properly judge	Creates a lot of pressure on the student
Essay	The literacy and knowledge can be judged (Borg, 2015, p.10).	It is time-consuming
Portfolio	It helps the instructor to know the student better	The prestige and ego conflict among the students can occur.
Class discussions	It helps to clear the doubt regarding the topic	The students who are sky find it difficult to ask their doubts.
Worksheet	It is an informal assessment that helps the students to identify the extent of their knowledge.	It is boring and time-consuming
Self-assessment	Helps the students to identify their own knowledge and learning power.	The students might become overconfident about their knowledge
Discussion	Helps the instructor analysis the students better.	Difficult to manage the entire class together

5/1.4: Different assessment methods adopted by an individual learner

The planned approach of the teacher needs to be adapted on an individual basis. The teacher needs to be very effective and systematic in the execution of the lesson of driving among the teacher. The teacher needs to execute their lesson in an organised manner so that it doesn’t create any kind of confusion in the mind of the students.

The proper understanding of the learning ability of the students is needed for the making of planned learning approach by the teacher. As mentioned by Häkkinen et al. (2017, p.40), time management is also very important for the effective execution of the learning process of the students.

The proper adaptation to the environment is needed for the effective execution of learning practice regarding driving.

5/2.1: Importance of the assessment process:

The assessment process is needed for the effective understanding of the progress of the students after the completion of the session. The achievement of the instructor can be measured by the effective practice of the different processes of assessments.

Specific: The conduction of the assessment helps the instructor to know the acquiring power of the student.

Measurable: It can be measured by the proper execution of the assessment processes.

Attainable: It can be attainable by the positive attitude of the students.

Realistic: It is possible by the proper conduction of the assessment processes without any miscommunication or misunderstanding.

Time-bound: The assessments are mainly conducted at a specific time period.

5/2.2: Peer and self-assessment process:

Both assessment processes are useful in the execution of the proper teaching processes by the instructor. This process helps the students to learn the lesson better and enables the students to get a proper understanding of the topics.

The self-assessment helps the students to know their self-strengths and weaknesses. This assessment helps the students to rectify their drawbacks and enhance their learning ability at the same time this assessment processes can be harmful as it makes the student overconfident in their study that what they actually are. The students may become egoistic which can be dangerous for the learning processes of the students.

The peer assessment is also very effective in the learning processes as the students can clear their doubt with group discussions and understandings. As opined by Engeström (2018, p.60), the student finds it easier to discuss their doubts with their friends rather than their instructors. The level of comfort helps them to solve their doubt better. The ego clash among the peers during this process is a negative aspect of this peer assessment practices.

5/4.1: Source of information available for the students

The students should be provided with all kind of information and materials related to the learning processes in the school. The students will be able to understand better with the proper availability of the information to clear their doubts. It is the responsibility of the teachers to make sure that the student has proper access to the materials and resources for the better understanding. The proper availability of the books and videos related to the topic taught in the class helps the students to have proper understanding.

5/4.2: Needs of keeping assessment records

It is important for the driving school to keep the proper record of the students to execute the process of learning in an organised manner. As mentioned by Morecroft (2018, p.106), all the records are documented properly to make sure that there are no difficulties regarding the execution of the classes by the instructor. The records are kept for the safety of the students and this also helps in avoiding the confusion among the students. The records regarding the lessons that are taught in the class are helpful for the students as well as the instructor to continue in a proper manner.

Assignment 8

Micro-tech session plan

MICRO-TEACH SESSION PLAN
Teacher					Tutor/ Observer
Subject		National Speed Awareness Course (NSAC)			Date
Resources Topic Knowledge Skills Teacher activities Learning activities Learning checks Summing up Conclusion Self-evaluation of the micro-each session Issues arising: Strengths: Possible changes/alternative approaches/ICT opportunities: Resourcesnecessaryforsession					Specific needs, e.g. differentiation, H&S
Key skills/ functional skills opportunities
Timing	Topic Knowledge Skills			Teacher activities		Learning activities		Leaning checks
0-1 2-3 3-4	Introduction of the topic and proper discussion on the knowledge upon the topic Proving proper knowledge about the safety rules and the impacts and consequences of not following the rule will be discussed. Explanation of the objectives of the lesson by the instructor to make them believe in the implication of the studies in the real worlds.			The proper interaction among the students and through discussion on the various topics related to the National Speed Awareness Course. It is important for the instructor to know the knowledge that the students already have before execution or making any plans related to the topic. The proper explanation of the safety rules and correct speed while driving is needed to buy the instructor. The use of diagrams and videos related to the topic of discussion. The use of diagrams shall be helpful for the instructor to learn the lesson well. Proper communication practice among the teacher and group discussion among the peers shall be beneficial. The use of proper resources and material for the explanation of the speed rules shall be beneficial for the student of the driving school.		The proper communication practice is vital for the proper introduction of the topic to the students. The proper execution of the discussion activities regarding the topic shall be beneficial for the student. The proper communication practice among the instructor and the students are needed. The students can understand the rules better with the help of real-life example discussion. As opined by Wall et al. (2017, p.220) The student is able to have a clear idea about the topic discusses the teacher. The discussion of the topic in the class. The views of the student and proper debater between two groups of people shall be beneficial for the students. The student’s positive attitude towards the topic and their effective participation in the activities is important.		Q&A

4-10 10-13 13-15

Describing the use of different speed at different places. The proper description is needed by the student for the efficient understanding. Class discussion and clarification of doubts by the teacher is very important for the proper understanding of the topic Assessment and feedback is the last stage of the entire learning process. It is important to conduct an assessment at the end of the session to make are that the student has acquired knowledge on the topic. The proper understanding of the speed awareness is needed in the process of teaching driving lessons.

The instructor should keep it into consideration that the student gets a proper and clear understanding of the usefulness and need of using different speed on the different road. The use of relevant video related to the impact of not using proper speed on road shall be useful for the students to have a better understanding. Awareness regarding the speed while driving is very important. The instructor should make sure that they clearly explain the rule and regulation regarding the offence of not following proper streets. The regular discussion and effective use of videos and diagrams are useful for the learning process. The verbal discussion on the topic or written formal assessment on the topic taught shall be beneficial in analyzing the progress of the students. The proper understanding of the awareness regarding the speed is necessary for the students in the real life implication.

The proper discussion and clearing of doubt session with a proper explanation of the speed rules are beneficial for the students in their future. As mentioned by Coverdale-Jones (2017, p.22), the instructor should ensure that they are able to show the correct and relevant video related to the topic of discussion shall be beneficial for the students and their learning process. The class discussion and practice of role plays in the class among the students shall be beneficial. The student must be given proper resource related to the speed awareness rule and the consequences of breaking them. The feedbacks are very important as it helps the students to rectify their drawbacks. The feedback given by the teacher should be taken in a positive spirit to make sure that they do not repeat the same mistake. As mentioned by Pisano, G.P., (2017, p.760), the negative feedbacks are taken harshly by the student to reduce their self-moral.

Q&A Q&A

Assessment 9

5.1. Reviewing the effectiveness of own delivery of inclusive teaching and learning

While providing training to the pupils the trainer needs to follow a healthy environment. Moreover, it is regarded as his sole duty to give proper guidance to the students in the driving school. When the students are able to have a healthy and friendly environment they will be eager to learn with much interest than before. Besides, the instructor can grow interested among the students by making interactive sessions frequently. Moreover, a dutiful teacher can greatly help to increase interest in driving among students by teaching them in a friendly manner. In this respect, effective interactive session with students can help them to know about the safety rules for driving. As mentioned by Jiang et al. (2017, p.105), the instructor needs to describe the health and safety measures during driving on high road as well as showing a number of PowerPoint presentations can help to teach the students about the involvement of their own safety measures.

The teacher is responsible for analyzing the learning skills of the students within the driving school. Hence, he needs to examine their skills over a particular time period. It is also regarded as the critical duty of the instructor to make the pupils assure about the clearance of their doubts related to the accurate process of driving. Moreover, the teacher of the driving school is responsible for making the students understand the bad effects of rash driving and the needs for maintaining a minimum speed while driving on G.T road. Analysis of student feedback is taken as the critical duty of the instructor which can help him to develop his own teaching skills and the students need to be aware of the punishment for violating the Road Safety Act while driving in high speed.

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

The instructor of the driving school needs to be clear while communicating with the students. Specific types of language and clear communication skills are helpful for the students to understand the actual way of driving. Moreover, clear discussion during the PowerPoint presentation is helpful for the student as the audio and visual both aspects will be present there. Besides, the teacher needs to focus on the organization system because the presence of a healthy environment greatly affects the learning ability of the pupils. As opined by Pisano (2017, p. 760), spacious environment with the organization can make the students able to communicate with their teachers whenever they need to solve their queries.

In this respect, the trainer needs to maintain a healthy environment for team activities within the driving school. Frequent analysis of the students’ driving skills is helpful for motivating them to perform better. The daily assessment of driving abilities needs to be done by the instructor of the concerned organization. Moreover, the teacher needs to be aware of the students’ problems and he needs to analyze the situation for applying various strategic ideas to solve their problems. Along with this, the teacher needs to be very specific for describing the proper method of driving to the students during an interactive session. In this respect, open questioning and group discussion methods are helpful as it can help the instructor to understand the development of knowledge among the students regarding the process of driving (Strom, 2015, p.330).

In order to meet the student needs the teacher needs to be friendly at first. Along with this, regular assessment, practice session and various practical classes are necessary for students to develop their driving skills in a strategic manner.

MICRO TEACH PEER OBSERVATION 1
Student teacher		Peer observer
Aspects particularly enjoyed	Direct interactive session through audio-visual aids
Approaches I could use in my own practice	While providing training to the pupils the trainer needs to follow a healthy environment. Moreover, it is regarded as his sole duty to give proper guidance to the students in the driving school. As stated by Moore et al. (2016, p.125), when the students are able to have a healthy and friendly environment they will be eager to learn with much interest than before. Besides, the instructor can grow interested among the students by making interactive sessions frequently. Moreover, a dutiful teacher can greatly help to increase interest in driving among students by teaching them in a friendly manner
Areas for possible development	Effective interactive session with students can help them to know about the safety rules for driving. The instructor needs to describe the health and safety measures during driving on high road as well as showing a number of PowerPoint presentations can help to teach the students about the involvement of their own safety measures.
Aspects I would like to research further as a result of this observation	Development of students’ knowledge regarding driving

MICRO TEACH PEER OBSERVATION 2
Student teacher		Peer observer
Aspects particularly enjoyed	Analyzing the learning skills of the students within the driving school. Hence, he needs to examine their skills over a particular time period.
Approaches I could use in my own practice	It is also regarded as the critical duty of the instructor to make the pupils assure about the clearance of their doubts related to the accurate process of driving. Moreover, the teacher of the driving school is responsible for making the students understand the bad effects of rash driving and the needs for maintaining a minimum speed while driving on G.T road.
Areas for possible development	Analysis of student feedback is taken as the critical duty of the instructor which can help him to develop his own teaching skills (Boccara et al.2015, p.22).
Aspects I would like to research further as a result of this observation	The students need to be aware of the punishment for violating the Road Safety Act while driving at high speed.

MICRO TEACH PEER OBSERVATION 3
Student teacher		Peer observer
Aspects particularly enjoyed	The instructor of the driving school needs to be clear while communicating with the students. As opined by Dove et al. (2017, p.280), specific types of language and clear communication skills are helpful for the students to understand the actual way of driving. Moreover, clear discussion during the PowerPoint presentation is helpful for the student as the audio and visual both aspects will be present there.
Approaches I could use in my own practice	A spacious environment with the organization can make the students able to communicate with their teachers whenever they need to solve their queries. In this respect, the trainer needs to maintain a healthy environment for team activities within the driving school.  Frequent analysis of the students’ driving skills is helpful for motivating them to perform better.
Areas for possible development	Frequent and effective interaction with the students can help the instructor to enhance the knowledge of them as well as his own teaching skills.
Aspects I would like to research further as a result of this observation	Open questioning and group discussion methods are helpful as they can help the instructor to understand the development of knowledge among the students regarding the process of driving (Morris and Perry, 2016, p.80).

Student teacher		Date
Aspects particularly enjoyed	Frequent analysis of the students’ driving skills is helpful for motivating them to perform better. As stated by McGrath and Gu (2015, p.80), the daily assessment of driving abilities needs to be done by the instructor of the concerned organization. Moreover, the teacher needs to be aware of the students’ problems and he needs to analyze the situation for applying various strategic ideas to solve their problems. Along with this, the teacher needs to be very specific for describing the proper method of driving to the students during an interactive session.
Approaches I could use in my own practice in the future.	In order to meet the student needs the teacher needs to be friendly at first. Along with this, regular assessment, practice session and various practical classes are necessary for students to develop their driving skills in a strategic manner.
Areas for possible development	The effective interactive session is helpful with the students through various audio-visual instruments is found to be helpful for understanding the proper ways of driving.
Further comments/ reflection	The instructor of the organization needs to be clear and specific while teaching the pupils within the driving institution (Demouy et al. 2016, p.24).

Learning Journal/Professional Development

Unit Title

Candidate Name

Date

Total Learning time

The main points that I have learned whilst studying which have developed my knowledge and understanding of my role as a teacher/tutor	How I have developed as a result of this& Any further support I need.
Date: Week 1	Discussion with students on different topics
Effective communication
Date Week 3	Regular teaching practice
Planned teaching approach
Date Week 5	Use of good resource and self-learning of the topics before discussing.
Use of proper language while discussing the topic

Tutor Signature	Date
Candidate Signature	Date

You must keep a journal each time you study or teach as part of your award. Please also include any references to resources and websites.

EDUCATION AND TRAINING LEVEL 3 AWARD TUTOR REPORT

Roles and Responsibilities: The main role and responsibly of the instructor is to provide correct information related to the topic and solving the doubt of the student related to the topic discussed in the driving class.

Inclusive Teaching and Learning: The inclusive teaching helps the students to develop better knowledge on the topic and the practical implication of the topic makes the students efficient in the lesson taught by the instructors.

Assessment: The regular assessment is helpful in checking the progress and growth of the student in the learning process.

Tutor Name:________________________________________ Tutor Signature:_____________________________________ Date:______________________________________________

References

Boccara, V., Vidal-Gomel, C., Rogalski, J. and Delhomme, P., (2015). A longitudinal study of driving instructor guidance from an activity-oriented perspective. Applied Ergonomics, 46, pp.21-29.

Borg, S., (2015). Overview–beyond the workshop: CPD for English language teachers. Professional development for English language teachers: Perspectives from higher education in Turkey, pp.5-12.

Coverdale-Jones, T., (2017). The use of video-conferencing as a communication tool for language learning: Issues and considerations. IALLT Journal of Language Learning Technologies, 32(1). pp.22

Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A. and Eardley, A., (2016). Why and How Do Distance Learners Use Mobile Devices for Language Learning?. The EuroCALL Review, 24(1), pp.10-24.

Dove, G., Halskov, K., Forlizzi, J. and Zimmerman, J., (2017), May. UX Design Innovation: Challenges for Working with Machine Learning as a Design Material. In Proceedings of the 2017 chi conference on human factors in computing systems(pp. 278-288). ACM.

Engeström, Y., (2018). Expansive learning: Towards an activity-theoretical reconceptualization. In Contemporary theories of learning (pp. 46-65). Abingdon: Routledge.

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P. and Valtonen, T., (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), pp.25-41.

Jiang, C., Zhang, H., Ren, Y., Han, Z., Chen, K.C. and Hanzo, L., (2017). Machine learning paradigms for next-generation wireless networks. IEEE Wireless Communications, 24(2), pp.98-105.

Lim, C.P. and Wang, T., (2016). A Framework and Self-Assessment Tool for Building the Capacity of Higher Education Institutions for Blended Learning. Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific, pp.1-38.

McGrath, S. and Gu, Q. eds.,( 2015). Routledge handbook of international education and development. Abingdon: Routledge.

Moore, C., Westwater-Wood, S. and Kerry, R., (2016). Academic performance and perception of learning following a peer coaching teaching and assessment strategy. Advances in Health Sciences Education, 21(1), pp.121-130.

Morecroft, J.D.W., (2018). Management attitudes, learning and scale in successful diversification: a dynamic and behavioural resource system view. In System Dynamics (pp. 69-106). Palgrave Macmillan, London.

Morris, E.W. and Perry, B.L., (2016). The punishment gap: School suspension and racial disparities in achievement. Social Problems, 63(1), pp.68-86.

Pisano, G.P., (2017). Toward a prescriptive theory of dynamic capabilities: connecting strategic choice, learning, and competition. Industrial and Corporate Change, 26(5), pp.747-762.

Pisano, G.P., (2017). Toward a prescriptive theory of dynamic capabilities: connecting strategic choice, learning, and competition. Industrial and Corporate Change, 26(5), pp.747-762.

Strom, K.J., (2015). Teaching as assemblage: Negotiating learning and practice in the first year of teaching. Journal of Teacher Education, 66(4), pp.321-333.

Wall, T., Hindley, A., Hunt, T., Peach, J., Preston, M., Hartley, C. and Fairbank, A., (2017). Work-based learning as a catalyst for sustainability: a review and prospects. Higher Education, Skills and Work-Based Learning, 7(2), pp.211-224.

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