Unit 1: Understanding roles, responsibilities and relationships In Education & Training
Learners will be taught how to analyse the application of pedagogical principles, use assessments, plan lessons and prepare for the classroom environment.
Planning to meet the needs of learners in education and training
Delivering education and training
Assessing learners in education and training
Using resources for education and training
Unit 2: Teaching, Learning & Assessment In Education & Training (Copy 2)
Learners will be taught about their responsibilities as educators, educational legislation, meeting the needs of the learners and how to teach in a student-centred manner.
Unit 3: Theories, Principles & Models In Education & Training (Copy 2)
Learners will be taught ways in which theories, principles and models of learning can be applied to teaching, learning and assessment.
Unit 4: Wider Professional Practice & Development In Education & Training (Copy 2)
Learners will be taught about the concepts of professionalism and dual professionalism in education and training and how they can apply this within the classroom.
Unit 15: Inclusive Practice (Copy 2)
Learners will be taught how to review the impact of personal, social and cultural factors on learning and teaching.
Unit 17: Preparing for the mentoring role (Copy 2)
Learners will be taught how to analyse the skills and qualities required for a the mentoring role teachers play in education.
Unit 25: Developing, using and organising resources in a specialist area (Copy 2)
Learners will be taught how to analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area.
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Observations and teaching practice
Teaching practice
You will be required to deliver at least 100 hours of teaching practice in a teaching and learning environment, to groups of learners. You should keep a record of this, along with supporting materials such as session plans, handouts and activities used. You will be observed for at least eight hours throughout the duration of the programme.
You will find it a valuable experience to keep a reflective learning journal as you progress through your programme of learning. It’s a bit like keeping a diary of what you have learnt and how you have put theory into practice. Reflection is about becoming more self-aware, which should give you increased confidence when teaching and assessing learners.
Mentors
Ideally, you should have a mentor. This is someone who is a teacher in the same subject area as yourself. They can give you ongoing support and advice throughout your time working towards the Diploma. You could observe their practice to gain ideas, and they could observe you and give you feedback and guidance. Your mentor will likely observe 6 of the 8 observations that you must complete. They will complete the required observation forms which you can upload to the VLE.
Observed Practice
You will be formally observed on at least eight occasions. 2 of these observations will be completed by your tutor and is normally done by uploading a video of your teaching for the tutor to assess. This is usually for one hour (or more) per observation (the minimum being half an hour) with a total of eight hours minimum These observations will focus upon the two mandatory units of the Diploma in Education and Training.
This should be in a recognised further and adult education context and with individuals and groups of learners. You should keep a log of the hours you have taught, along with details of what was taught and when. You should also keep your supporting evidence such as a scheme of work, session plans, resources and materials used (manual or electronic). You will be required to upload the lesson plans and any supporting documents used for each of the 8 observed sessions that you undertake.
Further Support
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“Preparing for an Observation: A Practical Guide for Teachers” by Teachwire: This article provides a step-by-step guide for teachers to prepare for observations, including tips on planning and delivering lessons, managing behavior, and reflecting on the experience. https://www.teachwire.net/news/preparing-for-an-observation-a-practical-guide-for-teachers
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“Observation in the Classroom” by Harvard Graduate School of Education: This video provides insights on how to prepare for and make the most of classroom observations, including strategies for planning and delivering effective lessons, engaging with students, and managing behavior. https://www.youtube.com/watch?v=5m_3-CWmE9g
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“Teaching Observation Skills: A Systematic Approach” by Eric Jensen: This academic article provides a systematic approach to teaching observation skills to teachers, including strategies for observing and analyzing student behavior, creating lesson plans, and providing feedback. https://journals.sagepub.com/doi/abs/10.1177/002248710203300404
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“Preparing for a Teaching Observation: Strategies for Success” by American Psychological Association: This online article provides tips on how to prepare for a teaching observation, including strategies for organizing lesson plans, creating a positive learning environment, and engaging with students. https://www.apa.org/gradpsych/2013/11/preparing-observation
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“Teaching Observation Feedback: Tips and Strategies for Success” by Oxford University Press: This video provides insights on how to give and receive effective feedback during teaching observations, including strategies for identifying strengths and areas for improvement, creating actionable goals, and communicating feedback in a constructive manner. https://www.youtube.com/watch?v=-kRwZnQzFpg
