Education and Training Learning Matters

References Gravells A (2014) The Award in Education and Training Learning Matters
1.1 Explain the teaching role and responsibilities in education and training
 Explain the teaching and learning cycle (PG: 3-4) and describe what happens at each stage of
the cycle: (1. Identification of need, 2. Planning and Design, 3. Delivery/Facilitation, 4.
Assessment, 5. Evaluation).
 Include examples of what happens at each stage of the teaching and learning cycle (current or
future teaching practice).
 Explain a minimum of 4 roles of a teacher. For example: (Teacher of subject, facilitator,
motivator, role model, planner, assessor, evaluator, approachable).
 Explain a minimum of 4 roles of a teacher. For example: (Teacher of subject, facilitator,
motivator, role model, planner, assessor, evaluator, approachable).
 Include examples from your own teaching practice (current or future teaching role).

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

 Select a minimum of 4 different types of legislations, regulations or codes of practice (PG: 15-
17). You can include your own industries or company’s legislations, regulations or codes of
practice if not included within the textbook.
 Describe the legislation, regulation or code or practice.
 How does the act relate to your own teaching practice (now or in the future)?
1.3 Explain ways to promote equality and value diversity

 Explain the term ‘equality’ and ‘diversity’ (PG: 60-64).
 Explain a minimum of 3-4 ways a teacher/trainer can promote equality and diversity within
their teaching environment.
(For example, being non-judgemental, challenging any direct or direct discrimination, not having
favourite learners, ensuring particular groups are not offended, ensuring individual learners are
not disadvantaged or overly advantaged, treating all learners with dignity and respect, promoting
equality and diversity through resources)
 Please include any examples from your teaching practice if you work within a teaching or
training role.

1.4 Explain why it is important to identify and meet individual learner needs
 Explain why it is important to identify individual learner needs (Text book Pages: 58-60).
 Explain 3-4 ways to support individual learner needs within your own teaching.
(For example: Finding out about your learners, initial and diagnostic assessments, agreeing
individual learning plans (ILPs), ensuring learners are the correct programme of study, identifying
any individual learning requirements, ensure the environment is suitable for all learners)

2.1 Explain ways to maintain a safe and supportive learning environment
 Explain 3-4 ways to promote a safe learning environment (PG: 137-139).
(For example: risk assessments, first aid, housekeeping, venue security, ID badges, PPE, cyber
security, safeguarding)
 Explain 3-4 ways to promote a supportive learning environment.

(For example: approachable, friendly, welcoming, ILPs, encouraging, knowledgeable, ground rules,
signposting learners)

2.2 Explain why it is important to promote appropriate behaviour and respect for others
 Explain a minimum of 3 reasons why it is important to promote appropriate behaviour and
respect for others.
(For example: to promote a pleasant learning environment, develop a rapport within the class,
confidence to speak/discuss, learners are more likely to ask questions, learners will focus on
tasks/activities, confidence to try/learn new skills)

3.1 Explain how the teaching role involves working with other professionals
 Explain the term ‘signposting’ (PG: 6-7).
 Why is it important to promote ‘signposting’ within teaching and training?
(For example: working with other professionals, knowing your limitations as a teacher/trainer,
promoting support networks, legal responsibility as an organisation)

3.2 Explain the boundaries between the teaching role and other professional roles
 Explain the term ‘boundaries’ or ‘barriers’ within education and training (PG: 6-7).
 Explain a minimum of 3 learner boundaries within education and training. (For example: time to
complete a qualification, learner health, finances, course location, family views, peer pressure,
knowledge of the subject, learner confidence)

3.3 Describe points of referral to meet the individual needs of learners
 Explain the term ‘points of referral’ in education and training. (PG: 57-58)
 Describe a minimum of three types of points of referral (For example: careers advice, learning
support, managers, awarding bodies, resources- websites, text books, journals, counselling)

Learner’s reflection on completion of the unit:

What have you learnt/refreshed from this unit?

How might it influence your teaching?

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