Ptlls 6302, Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning

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City and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector

Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning

Assessment Tasks 1-3


Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning


1. Be able to plan inclusive learning and teaching sessions.

(1.1) The need of the learners was identified as having to have investigators who could adopt a methodical approach, which is essential whilst carrying out equipment failure investigations. This was used as my session aim:

‘This learning session will teach you a methodical approach of investigating equipment failure’.

When identifying the need for training I first assessed what the learners would have to have learnt by the end of the learning session. This was identified as the need to know what equipment would be used and how to carryout an investigation in easily managed phases. I then used this as my objective:

‘By the end of this lesson you will have been introduced to the contents of the investigator pack and be able to identify the 3 phases of an equipment failure investigation’.

(1.2) The learners were identified as personnel with some previous learning within the subject matter. The instructional, rather than practical approach to delivering the session was selected as the subject matter was mainly theoretical (the session would later be followed by a practical session). The primary method of delivery would be verbal, given by the teacher. The size of the classroom limited planned practical work to a visual demonstration of the contents of the investigators pack, however the PowerPoint presentation would meet the needs of the learners by giving clear and concise instruction, both visually and verbally, in order to meet the session objective.

(1.3) In order to assess the students learning throughout the session a ‘question and answer’ approach was planned, allowing the students to ask questions as the session progressed. Formative questions were planned at the start of each sub-section within the lesson in order to involve the learners, assess understanding and confirm any prior learning. At the end of the session I planned an assessment in order to confirm overall understanding of the whole subject and to ensure that the aim of the session was met. This assessment would be marked during the session and then further options given to the learners to ask me any final questions.

2.Be able to deliver learning and teaching sessions.

(2.1) The learners attended previous lessons including interview techniques and photography and as such were already aware of some of the investigative processes involved. An ice breaker was used as a facilitation exercise which helped the learner group begin the process of forming themselves into a team. The ice breaker allowed me to assess any learners who may have had learning difficulties or disabilities which would mean they would have issues with seeing the PowerPoint, visual aids or listen to the lesson being taught. The ice breaker in turn led to the group adopting cohesive learning techniques and broke down any barriers which may have hindered group learning and discussion. Following the ice breaker the ground rules for the session were established, building on a previous example and the learners asked for any further additions. At this point I added that the learners were to ask questions as the session progressed in order that any problems encountered were addressed prior to moving on. Following the introduction of the aim and objective the learners were asked to contribute their ideas as to why a methodical approach needs to be adopted when carrying out equipment failure investigations. This approach was adopted in order to involve the learners and start their thinking process as to why this method should be used.

(2.2) In order to...