CET Unit 2 Manual

Level 4
Certificate in Education and Training

Unit 2

www.sltraininganddevelopment.co.uk

Unit 2 – Introduction

Planning to meet the needs of learners in education and training - Level 4 (3
credits)

This unit is based on the consideration needed to plan inclusive teaching and learning
sessions for leaners. It will allow you to understand methods and approaches of initial
and diagnostic assessment to plan individual learning plans for learners. It will give you
an opportunity to learner about planning inclusive teaching sessions and how to
approach the planning process. You will also be introduced to the elements of the
minimum core.

Within this unit you will learn about:

ü Use of initial and diagnostic assessment
ü Schemes of work / course planning
ü Devising and adapting lesson plans
ü The minimum core

You will also learn about some of the theory behind the planning process for inclusive
learning. It is important that you understand these key areas required of a teacher, to
enable you to become a great one.

Unit Assessment Criteria

Unit 2
1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual
learning goals
1.2 Use methods of initial and diagnostic assessment to negotiate and agree individual
learning goals with learners
1.3 Record learners’ individual learning goals
2.1 Devise a scheme of work in accordance with internal and external requirements
2.2 Design teaching and learning plans that meet the aims and individual needs of all
learners and curriculum requirements
2.3 Explain how own planning meets the individual needs of learners
2.4 Explain ways in which teaching and learning plans can be adapted to meet the
individual needs of learners
2.5 Identify opportunities for learners to provide feedback to inform inclusive practice
3.1 Analyse ways in which minimum core elements can be demonstrated in planning
inclusive teaching and learning
3.2 Apply minimum core elements in planning inclusive teaching and learning
4.1 Review the effectiveness of own practice when planning to meet the individual
needs of learners, taking account of the views of learners and others
4.2 Identify areas for improvement in own planning to meet the individual needs of
learners

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All learning needs to start somewhere

How do you know what your learners know?

Do you know what they need to know to achieve the programme or qualification?

If you have a learner who already has some knowledge of the subject, they may become
bored if you are teaching them what they already know. However, if you have a learner
who doesn’t know anything about the subject, they will need to learn more.

Identifying this becomes your starting point for finding out about your learner, and
matching what they need to the content of the programme or qualification they will be
taking. You will need to introduce your subject to your learners in a logical and
progressive way, building upon their current skills, knowledge and understanding.

Prior to a learner commencing, information, advice and guidance (IAG) should be
given to them regarding their programme choice. This should be clear, unambiguous and
impartial to ensure it meets their needs and capability. This process should ensure
learners are on the right programme at the right level. You should also inform learners
of how they will be assessed during the programme, for example, assignments,
observations or tests. This will ensure there are no surprises once they have started.

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The use of initial and diagnostic assessment with learners

What is initial assessment?

Initial assessment activities will give you information regarding your learners.
For example, any specific assessment requirements or needs they may have, their
learning preference, or any further training and support they may require. It should take
place prior to, or when learners commence a particular programme or session.

For some learners, this will be an opportunity to divulge any concerns or personal
(perhaps confidential) information about themselves. Initial assessment takes place at
the beginning, but is effective only when seen as part of a wider and ongoing process
throughout the programme. It might be your responsibility to carry out the initial
assessments, or it might be someone else’s. If it’s the latter, you will need to liaise with
them to obtain and interpret the results.

Using initial assessments will help find out your learners’ current skills and knowledge,
and identify any particular aspects which might otherwise go unnoticed. If it’s carried out
prior to the programme commencing, the results can be used to deal with any issues
that might arise, or to guide learners to a different, more appropriate programme or
level if necessary. It’s all about being proactive before learning starts, and active when
learning is taking place, rather than being reactive to a situation when it might be too
late to do anything.

Initial assessment is often referred to as assessment for learning, as the results help
inform the learning process. Assessment of learning is about making decisions
regarding progress and achievement.

Initial assessment achieves the following:

ascertains why a learner wants to take the programme along with their capability
to achieve

ensures the learner is applying for the right type of programme and level

finds out the expectations and motivations of the learner

allows for differentiation and individual requirements to be met

gives the learner the confidence to negotiate and agree individual learning goals

identifies any information which needs to be shared with colleagues

identifies any specific additional support needs or reasonable adjustments which
may be required.

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It is important to keep appropriate records of the results of initial assessments.
Outcomes might need to be discussed with others who have an involvement with the
learners. For example, learner support. However, some aspects might need to remain
confidential and you will need to find out your organisation’s requirements for record
keeping, confidentiality and GDPR (General Date Protection Regulations).

Initial assessment can also take place during a session, for example, the first time the
learners attend a session. Although some information can be gathered prior to learners
starting, learners might be willing to share more information when face to face.

When there is a change of subject or topic during a session, it is always useful to carry
out a quick initial assessment of the knowledge and / or experience the learners have
relating to the new subject or topic. This can then be built upon this during the session
and include an opportunity for the learners’ experiences to be shared during relevant
discussions. This process is usually informal and is generally a discussion or question
and answer session.

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What is diagnostic assessment?

Diagnostic assessment activities can help to identify a learner’s current skills,
knowledge and understanding towards a particular subject area. They can also identify
English, Maths and Information and Communication Technology (ICT) skills.

Diagnostic assessment achieves the following:

ascertains learning preferences such as visual, aural, read / write and kinaesthetic
(VARK)

ensures learners can access support such as study skills

identifies an appropriate starting point and level for each learner

identifies gaps in skills, knowledge and understanding to highlight areas to work
on

The results can be used to evaluate a learner’s strengths and areas for development in a
particular subject area. It could be that some learner feels they are capable of achieving
at a higher level than the diagnostic assessments determine. The results will give a
thorough indication of not only the level at which a learner needs to be placed for their
subject, but also which specific aspects they need to improve on. Diagnostic tests, for
example, a manual or online English and Maths test can also be carried out at the time
of initial assessment.

Some learners may be very nervous about taking tests; therefore it is important that the
depth and type of assessments are appropriate for the programme and the learners.
Information gained from these tests will help the planning of sessions to meet any
individual needs and / or to arrange further training and support if necessary.

Learners should not be accepted onto a programme just because an organisation needs
the numbers to make a group viable. The programme may not be suitable for them and
they may leave.

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Examples of initial / diagnostic activities

Depending on the programme being offered the following examples could be used for
initial or diagnostic assessment of learners:

Application / enrolment forms: completed online or manually

Interviews / discussions: asking the learner why they are there, what they want
to achieve and discussing their learning history and preferred style of learning

Observations: it may be necessary to observe your learner performing a skill,
perhaps in their workplace, before agreeing an appropriate programme and level

Structured activities, for example role play

Tests, for example, English, Maths and ICT, these can be online via the internet or
an organisation’s intranet

Self-assessment: asking a learner to assess their own skills and knowledge
towards the programme outcomes, this is often known as a skills scan

Observing learners during the activities will give a sense of how that learner
performs, which activities they enjoy and which they are least comfortable with

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Recognising prior learning (RPL)

Recognition of prior learning (RPL) or recognition of prior achievement (RPA) is about
assessing a learner’s experiences, learning, and achievements towards the programme
or qualification they wish to take. It should save them having to duplicate anything
unnecessarily. Discussions can take place as part of the initial and diagnostic assessment
process.

Depending upon the evidence learners can produce in support of their claim, they might
not have to repeat some or all of the training or assessment requirements. It would
need to compare what they have achieved already against the programme or
qualification requirements. A plan of action can be agreed as to how to fill any gaps, for
example, by attending further training to gain knowledge, or by being observed.

Agreeing individual learning goals

The results of initial and diagnostic assessments should help agree appropriate individual
learning goals with learners. This will ensure they are on the right programme at the
right level with the right support they need to succeed. However, an Individual Learning
Plan (ILP) can be updated or amended at any time if necessary.

The teacher / trainer needs to know what needs to be taught, and learners need to know
what they are going to learn. These should be formally negotiated and agreed, however,
they can be amended at any time if necessary. Learners should be encouraged to give
feedback based on how they are progressing, and how they feel their learning can be
supported.

A supportive and respectful relationship between learners and the teacher / trainer will
ensure that realistic goals and targets are agreed.

An Individual Learning Plan (ILP) is like a contract with each learner, it outlines what
they are expected to achieve and when, and helps formalise the learning process. There
should be a clear link between the goals and targets on the ILP, the teaching, learning
and assessment approaches, and the programme or qualification aims.

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Devising a scheme of work for a learning programme

What is a scheme of work?

A scheme of work (sometimes referred to as a learning programme or scheme of
learning) is a document that can be used to structure the teaching, learning and
assessment of a subject in a logical and progressive way over several sessions.

The content should be flexible to allow for any changes, for example, a cancelled session
due to adverse weather; and detailed enough in case a colleague needs to cover. If
learners are attending for one session rather than a series of sessions, it is not
necessary to have a scheme of work, just a session plan.

A session plan / lesson plan (also known as a teaching and learning plan) is a detailed
breakdown of each date / session on the scheme of work. It will outline all the teaching
and learning activities, with allocated timings, assessment activities and resources
required. It will also take into account the individual requirements of learners, for
example their learning preferences.

A scheme of work can be for a whole programme or just a unit of a qualification. You will
need to prepare one whether you teach groups or individuals. If you teach the same
subject as your colleagues, you could all work together to produce a standardised
scheme of work. This will enable all learners to have the same learning experience no
matter who they are with. Templates or pro-formas for schemes of work and session
plans, and the amount of detail you are expected to include, will vary depending upon
the context within which you teach. The requirements of your organisation and external
inspectors might also need to be taken into account.

Obtaining the qualification handbook from the Awarding Organisation or Accreditation
Body is the starting point if you are delivering an accredited programme.

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What to include within a scheme of work

The content within a scheme of work should include:

ü programme / qualification title and level
ü aim of course / programme
ü dates from and to
ü number of sessions
ü number of hours (contact and non-contact time)
ü venue
ü group composition i.e. details of learners and any particular needs
ü objectives for each session
ü teaching and learning activities
ü resources to be used
ü assessment activities

An example of the headings within a scheme of work:

Devising a scheme of work

A scheme of work should follow a logical order, which might not be the order printed
in the qualification handbook. Sessions should utilise a variety of teaching and learning
approaches.

Assessment activities should be formative (ongoing and usually informal) and
summative (at the end and usually formal). Formal assessment activities count towards
achievement of something, whereas informal assessment activities check ongoing
progress.

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Using a scheme of work

A scheme of work should be created prior to the programme commencing and can be
updated or amended at any time. For example: moving, adding or removing aspects,
changing dates / sessions e.g. to accommodate a visiting speaker.

It is best kept electronically so that it can be easily revised and shared with others.
Although using a printed version can allow for notes to be added and the scheme of
work used as a working document.

Using a group profile

In addition to the scheme of work it can be beneficial to create and use a group profile
which includes details of each of learners, this will help store information and specific
aspects about each individual.

The information should be used to differentiate activities to suit the learners, to support
any particular needs, and challenge learning potential. It can be useful to create a group
profile as a separate document, rather than integrating it into the group composition
aspect of your scheme of work, as it might be very detailed.

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Approaches to teaching and learning

Depending upon the subject, learners will be taught new skills, new knowledge and / or
attitudes. The teacher / trainer will need to decide how this is going to take place. If the
subject is skills-based, use of demonstrations is appropriate. If the subject is knowledge
based a lecture, or use presentation software could be used, if learners need to develop
attitudes discussions may be held or examples shown.

If you teach to groups, this will be different to teaching on a one to one basis. With
groups, you need to allow time for questions and activities, and ensure all learners have
the opportunity to participate. Your delivery materials and activities should be planned to
cover all the learning styles of the individuals within your group.

One to one teaching can be geared to the particular learner’s needs, but you must
remain professional throughout.

Designing a teaching and learning plan

A teaching and learning plan, also known as a lesson plan or session plan, is a document
which should be designed prior to each session and relate to the scheme of work if it is
part of a series of sessions. A plan is a document used to structure the content for a
particular session. Although very similar to the scheme of work, it is much more detailed
and helps manage the time and content during a session. It should also state the
activities to be used to assess the learners, which can be formal and / or informal.
Formal activities will count towards learner achievement, whereas informal activities
demonstrate learner progress.

It should be prepared in advance and referred to during the session and include what
will be covered, when and how. It should state what the learners to be able to know or
do by the end of the session and it should ensure all learners are included during the
session.

Each plan should have an introduction, development and conclusion / summary - a
beginning, middle, and end, with times allocated to the activities within each section.

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The introduction should include the aim of the session and a recap of the previous
session (if applicable). This should hopefully arouse interest and link to previous
learning. There could be a starter activity to gain attention and focus learning.

If it is the first time meeting the learners; the teacher / trainer needs to provide an
introduction of themselves, explain the housekeeping / facilities and the requirements of
the programme covered. An icebreaker activity could be completed, and the learners
should be encouraged to contribute towards and agree the ground rules.

The development stage is the teaching of the subject which should be in a logical
sequence, with appropriate timings for learning to take place. Time should be allocated
for a break if necessary. There should be assessment of ongoing progress and
achievement.

The conclusion should include a summary of the original aim and relate to the
objectives which have been achieved. Time should be allocated for any questions and to
discuss any assessment tasks, homework or other issues. The teacher / trainer can then
state what the aim of the next session will be (if applicable).

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Overall topic aim – what the learners should achieve during the session.

Objectives – how the learners will achieve the aim, are they SMART (specific,
measurable, achievable, relevant and timebound), how do they link to the
programme or qualification, in what order will they be delivered, what timings will
be allocated to each activity? Breaks should be included, if applicable.

Group composition / profile – details of individual learners, their needs and
learning preferences to enable differentiation to take place.

Teacher activities – what the teacher / trainer will be doing. Use a variety of
theory and practical approaches to meet all learning preferences and retain
motivation.

Learner activities – what the learners will be doing and for how long – how will
they be kept active and interested? How will inclusion and differentiation be
incorporated? Are there additional / spare activities in case some learners finish
before others? What could be removed or cut down on if the allocated time runs
out?

Assessment activities – how will learners be assessed to check that learning
has taken place?

Resources –what is needed to effectively deliver your session – rooms,
equipment, physical resources. Is there a contingency plan in case something
goes wrong?

The next session – how will the next session be linked (if applicable)?

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Aims and objectives

These are terms used to express what the teacher / trainer wants the learners to
achieve in the session and how they will go about this.
The aim is a broad statement of intent - what the learners will achieve, for
example, to enable learners to use a computer.
The objective is how the learners will do this, for example, switch on a computer
and use a keyboard and mouse.
When writing objectives avoid use the words know, learn, or understand. These are not
SMART (Specific, Measurable, Achievable, Realistic, Timely) and it is difficult to assess
that learning has taken place. They are better suited for an aim.

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Resources

Resources are all the aids, books, handouts, items of equipment, objects and people that
can be used to deliver and assess the subject. They should stimulate learning, add
impact and promote interest in the subject. Resources should be accessible and inclusive
to all learners, whilst enabling them to acquire new skills and knowledge.

Resources should be appropriate in terms of level, quality, quantity and content and be
relevant to the subject and the learning expected. When using or creating resources, it is
important to ensure they promote equality of opportunity, reflect diversity and challenge
stereotypes. For example, text and pictures in a handout should portray all aspects of
society.

Timings

Time management of a session is crucial to ensure everything planned for is covered
within the allocated time.

Consideration needs to be given to how long each activity will take e.g. 5 minutes to
introduce a topic, 20 minutes for an activity, 5 minutes for questions etc. Timings might
need to be adjusted, if something is not going well, can the time be reduced?

It is easy to misjudge how long something will take. Activities can take longer with some
groups than others, e.g. if the learners are asking a lot of questions. These need to be
carefully managed and a check kept on the time.

It is acceptable to increase or decrease timings as learners progress through the
session, as long as the content is covered, or can be carried over to another session if
necessary (or set as self-study tasks / homework if not).

Adapting plans

A plan might change as progress is made through the session to take into account the
needs of the learners or unforeseen circumstances. This might happen before, or during
a session. For example, is a learner is struggling as part of a paired activity, can it
become a group activity? Can a theoretical task become a practical task?

Preparing for unforeseen circumstances comes with experience. For example, you might
prepare a computerised presentation and make copies as handouts that you can give
your learners. However, if you can't get copies made in time, you can still deliver your
presentation and offer to e-mail a copy to your learners, upload it to a virtual learning
environment (VLE), or get photocopies made later. However, try not to rely totally on
presentation software when teaching, use different approaches and activities to add
variety.

Acknowledgements: anngravells.co.uk, ncfe.org.uk, et-foundation.co.uk, highfieldqualificaitons.co.uk, Readon publications

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The minimum core

The minimum core consists of four elements, which are:

• literacy

• language

• numeracy

• information and communication technology (ICT).


The minimum core aims to:


Promote an understanding that underpinning literacy, language, numeracy and ICT skills
may be needed for learners to succeed and achieve their chosen qualification.


Encourage the development of inclusive practices to addressing the literacy, language,
numeracy and ICT needs of learners.


Raise awareness of the benefits to learners of developing embedded approaches to
teaching, learning and assessment of English, Maths and ICT.


Demonstrating the minimum core as a Teacher / Trainer


Some examples of demonstrating the minimum core’s personal skills when planning are:


• Literacy – reading, writing, spelling, grammar, punctuation, syntax

• Language – speaking, listening, discussing, role play, interviews


• Numeracy – calculations, interpretations, evaluations, measurements



• ICT – online applications, e-learning programs, word processing, use of an
interactive whiteboard and/or virtual learning environment (VLE), writing e-mails,
using video conferencing, creating podcasts and videos, and other aspects of
using technology


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