STUDENT ASSESSMENT SUBMISSION AND DECLARATION

When submitting evidence for assessment, each student must sign a declaration confirming that the
work is entirely their own. This must be attached as the front cover of the formal submission.

Student name: Assessor name:

Mr Naweed Riaz and Alia Bano

Issue date: Submission date: Resubmission date:

11th January 2021 Friday 2nd April 2021 3rd June 2021

Qualification: City & Guilds Level 5 Diploma in Education and Training (DET) (6502)

Unit: 417: Inclusive Practice

Assignment number and title: Unit 417: Creating an inclusive level playing field

Academic Health and Safety

You must always work safely, in particular while you are carrying out practical tasks. You must always
follow any Health and Safety regulations and codes of practice relevant to your work. If your assessor
observes you working in a way that is unsafe for yourself or others, they will ask you to stop
immediately, and tell you why. Your assessor will not be able to reassess you until they are sure you
are ready for assessment and can work safely.

Academic Plagiarism
It is your qualification, so it must be your own work. Your assessor must be able to identify which
work you have done yourself, and what you have found from other sources. It is therefore important to
make sure you acknowledge all of your sources. Your assessor can show you how to do this for the
assessment you are doing.

Student Declaration

Student declaration

I certify that the assignment submission is entirely my own work and I fully
understand the consequences of academic malpractice. I understand that making a
false declaration is also form of malpractice.

Student signature: Date:

UNIT 417 INCLUSIVE PRACTICE 1

Vocabulary and Terms
Professional These provide a framework for teachers and trainers to
Standards critically appraise their own practice and improve their
teaching through Continuing Professional Development
(CPD).
To study or examine something in detail, in order to
Analyse discover more about it
Legislation The process of making or enacting laws.
The practice of including all students that might otherwise
Inclusiveness be excluded due to different learning styles or needs.
To judge or calculate the quality, importance, amount or
Evaluate value of something.
Cognitive This means how children think, explore and figure things
development out. It is the development of knowledge, skills, problem
solving and dispositions, which help children to think
about and understand the world around them.
Policy and This includes rules, codes, standards and frameworks that
regulatory provides a checklist of policies to follow as a member of
frameworks staff.
Equality and This is about ensuring everybody has an equal
diversity opportunity, and is not treated differently or discriminated
against because of their characteristics. Diversity is about
taking account of the differences between people and
groups of people, and placing a positive value on those
differences and planning lessons to accommodate these.
Working with your tutor to come up with specific,
SMART targets measurable, achievable, realistic and timely targets to
improve your teaching in your specialist area.
Awarding Body The exam board of the area you are teaching in which
provides the specification, exams and certificates for that
qualification.
Explain To say or write what someone or something is like
1 - to make something clear or easy to understand; 2 –
give reasons for.
Plagiarism To steal and pass off (the ideas or words of another) as
one's own. to use (another's production) without crediting
the source. To commit literary theft. To present as new
and original an idea or product derived from an existing
source.
Observe To watch carefully the way something happens or the way
someone does something, especially in order to learn
more about it.

UNIT 417 INCLUSIVE PRACTICE 2

DET Assignment Brief
In this assessment you will have the
Learning Outcome Assessment
opportunity to present evidence that Task no.
Criteria
shows you are able to:
1.1 Review the impact of personal, social
and cultural factors on learning. 1
LO1
Understand factors
which influence 1.2 Review the impact of different
learning cognitive, physical and sensory 1
abilities on learning.

2.1 Summarise policy and regulatory

frameworks relating to inclusive 1
practice.
LO2
Understand the
2.2 Explain how policy and regulatory
impact of policy and
frameworks influence organisational 1
regulatory
frameworks on policies relating to inclusive practice.
inclusive practice
2.3 Explain how policy and regulatory
frameworks influences own inclusive 1
practice.
3.1 Summarise own role and
responsibilities relating to inclusive 2
practice.
LO3
3.2 Explain the relationship between own
Understand roles
role and the roles of other
and responsibilities 2
professionals involved in inclusive
relating to inclusive
practice practice.

3.3 Identify points of referral available to

meet individual learning needs. 2

4.1 Review key features and benefits of an

2
inclusive learning environment.
4.2 Analyse ways to promote equality and
value diversity. 3
LO4
Understand how to 4.3 Analyse ways to promote inclusion. 3
create and maintain
an inclusive learning 4.4 Review strategies for effective liaison
environment between professionals involved in
inclusive practice.
2

UNIT 417 INCLUSIVE PRACTICE 3

 In this assessment you will have the
Learning Outcome Assessment
opportunity to present evidence that Task no.
Criteria
shows you are able to:
5.1 Review the effectiveness of own
inclusive practice. 3
LO5
5.2 Identify own strengths and areas for
Understand how to
improvement in relation to inclusive 3
evaluate own
practice.
inclusive practice
5.3 Plan opportunities to improve own
skills in inclusive practice. 3

UNIT 417 INCLUSIVE PRACTICE 4

Assignment Brief
Unit number and full title: Unit 417 Inclusive Practice
City & Guilds Level 5 Diploma in Education and Training (DET)
Qualification:
(6502)
Issue date: 11th January 2021

Deadline/hand-in date: Friday 2nd April 2021

Assessor: Mr Naweed Riaz and Alia Bano

Internal Quality Assurer Mandy Hayward
(IQA)
Date Approved: 4th January 2021

Notes to students:

You must submit your work on Moodle and tick the declaration confirming the work is your own
before submission. This is part of your e-portfolio of evidence.

1. This assessment has been written to make sure you have the opportunity to show that you have
met the learning outcomes of the unit.
2. You will be marked against the assessment criteria of the unit and the grading criteria for the
qualification. You should read these carefully before you start so you know what you need to do.
3. You should make sure that you do your best in the assessment so that the evidence you hand
in shows your best performance for this unit.
4. You may ask your assessor for help in understanding the tasks, but all of the work you hand in
must be your own work.
5. If you have a good reason for needing more time, you will need to explain the reasons to your
assessor and agree a new deadline date. Changes to dates will be at the discretion of the
assessor, and the centre may not mark work that is handed in after the agreed deadlines.
6. You must submit your work on Moodle and tick the declaration confirming the work is your own
before submission.
7. Use Ariel, Font size 12 on all your typed-up work and include headers and foots on all sheets
with name, qualification, and date.
8. You must use the HARVARD REFERENCE SYSTEM including referencing of all charts, images
and graphs in your work.
9. Make sure you provide the correct format of Evidence for each activity.

Unit Learning Outcomes (LOs):

LO1 Understand factors which influence learning

LO2 Understand the impact of policy and regulatory frameworks on inclusive practice
LO3 Understand roles and responsibilities relating to inclusive practice.
LO4 Understand how to create and maintain an inclusive learning environment.
LO5 Understand how to evaluate own inclusive practice.
Please take note of the interim deadlines for which you must submit the relevant tasks for
formative assessment to your assessor.
Scenario

UNIT 417 INCLUSIVE PRACTICE 5

You are a trainee teacher on the DET course and have to prepare resources for a unit you
have been assigned to in your work placement. The creation of resources also links to the
delivery of your 100 hours teaching practice. You have been asked to review resources and
ensure they engage all learners in teaching and learning.
LO1 Understand factors which influence learning and LO2 Understand the impact of policy
and regulatory frameworks on inclusive practice.

Task 1 Evidence to be handed in: Report with bibliography using the Harvard Reference
System

Carry out research into inclusive practice and produce a report.

a) Using your research, produce a written report that reviews the impact of:

- Personal, social and cultural factors on learning (ref. 1.1). Review the factors such as age,
gender, confidence, peer pressure, cultural or religious attitudes, educational backgrounds,
financial situation, development of language, multilingualism, social or cultural barriers on learning.
Think about the challenges your learners have to face and review how these factors impact on their
learning in the classroom.

- Different cognitive, physical and sensory abilities on learning. (ref. 1.2). Review the impact
of abilities such as e.g. nature-versus-nurture, reading ability, analytical skills, aptitude, skill
development, specific learning disabilities, physical disability, visual awareness and hearing
impairment. How will you adapt your lesson if you have students with ADHD or are disabled? How
will this affect their learning?

b) Using your research, produce a written report that summarises policy and regulatory
frameworks relating to inclusive practice, and explains how they influence: (ref. 2.1).
The frameworks are: Equality Act, 2010 deaf awareness, visual awareness, Tomlinson, Moser,
Higginson, Kennedy, Equality of Opportunity, 14-19 curriculum, increased flexibility programmes
(IFP), professional and vocational standards.

c) Examples from your organisational policies (ref. 2.2)

Examples from your own practice. (ref. 2.3)

Think about Criminal Record Bureau procedures, giving more time to dyslexic students, staffing
ratios for visits, nominated roles and responsibilities, quality assurance procedures, complaints
procedures, marketing and promotion of courses, organisational policies, staff and student charter,
requirement for CPD and accessibility.

Your report should be presented in a professional written format and should include evidence of
your research with references. This includes linking research coherently to your writing and using
referencing, such as a bibliography, citing and quotes. It is envisaged that the research reports
would have a combined estimated word count of 800 – 1000 words, equivalent to 3-4 pages.

Deadline for Formative Feedback for Task 1: upload on Moodle by 5 th February 2021 by
2100hrs

LO3 Understand roles and responsibilities relating to inclusive practice. LO4 Understand
how to create and maintain an inclusive learning environment.

UNIT 417 INCLUSIVE PRACTICE 6

Task 2 Evidence to be handed in: Planning notes, discussion with audio/video and tutor and
peer feedback. Completed Referral Form.

Participate in a professional discussion with planning notes in a group of 4/5 on Zoom to share and
give examples of own role and responsibilities related to inclusive practice. Your planning notes
should draw on your experience of teaching, which:

a) Summarise your own role and responsibilities relating to inclusive practice and explains
how it relates to the roles and responsibilities of other professionals (ref. 3.1, 3.2). This
should cover working with organisation policies, promoting inclusive practice, promoting student
inclusion, challenging inappropriate behaviours, giving students responsibility for own actions,
celebrating successes, encouraging self- and peer assessment, recognising the need for
boundaries. What about safeguarding officer? How do you work with the course team?

b) Identify points of referral you might use to meet the needs of the learner (ref 3.3). Find
out and cover points of referral, e.g. organisation resources and policies for support and referral
process, ‘traffic-light’ system, referring students for functional (basic/keys skills), tutorial or mentor
support, specialist subject support, employer or work-based learning provider, counselling or
referral to external agencies where appropriate. Complete a Referral Form for a student with
individual learning needs and include as evidence.

c) Review key features and benefits of inclusive learning environments and strategies for
effective liaison between professionals involved in inclusive practice. (ref 4.1, 4.4). Identify
the features and benefits of motivating your students, celebrating achievements, promoting respect
for others, creating a positive attitude, creating a culture of tolerance, empowering your students,
shared responsibilities, and collaborative working. Make sure you cover strategies such as regular
contact, by phone, email, meetings, follow-up, involve professionals with students in and outside
sessions, share information, keeping in up to date, keeping others informed.

Deadline for Formative Feedback for Task 2 to be completed in class with planning notes to
be uploaded on Moodle: by Friday 5th March 2021 upload on Moodle 2100hrs.

LO4 Understand how to create and maintain an inclusive learning environment. LO5
Understand how to create and maintain an inclusive learning environment.

UNIT 417 INCLUSIVE PRACTICE 7

Task 3 Evidence to be handed in: Reflective account, SWOT and plan.

Provide a reflective account in which you: a) review the effectiveness of your own inclusive
practice b) identify your strengths and areas for improvement (ref. 5.1, 5.2). Gather research
from students, colleagues and lesson observation feedback to review effectiveness of own
practice. This should cover formal and informal evaluation from your students, use of peer
evaluation, SAR (Self-Assessment Review), discussions with colleagues or line manager,
outcomes of observation feedback.

Strengths Weaknesses

Opportunities Threats

Review how effective your own inclusive practice is. Include feedback from students,
colleagues and lesson observation feedback to review own inclusive practice.

c) analyse ways to promote inclusion, equality and value diversity. (ref. 4.2, 4.3)

Include in your review and plan an analysis of effective ways you can promote equality and value
diversity in your teaching and learning. How do you incorporate equality and diversity and
challenge stereotyping? How do you promote quality and value diversity? For example: Do you
create opportunities for sharing and celebrating diversity, display positive attitude to individuals,
engage students, empower individuals, encourage team working, working with community or
specialist groups? What could you do and what are the challenges of doing that?

Produce a plan which identifies opportunities to improve your own inclusive practice. (ref.
5.3)

UNIT 417 INCLUSIVE PRACTICE 8

Participate in meeting with your mentor / tutor to discuss your SWOT analysis and Action Plan with
SMART objectives linked to opportunities of working with others to inform and develop own
practice, identifying opportunities for CPD, visits to other organisations, observations or work
shadowing, working alongside a specialist, specialist or awarding organisation or training. A good
place to start is the TES – teaching magazine https://www.tes.com/ and the Society of Education
and Training - SET https://set.et-foundation.co.uk/. What courses could you do to improve your
inclusive practice?

Action Plan to improve own inclusive practice

What? When? Achieved/
Progress.
1.

2.

3.

4.

5.

6.

7.

8.

Deadline for Formative Feedback Task 3 to be completed: Friday 26 th March 2021 and
uploaded on Moodle by 2100hrs.

Suggested Resources
Books
Ashcroft K and James D (eds) – The Creative Professional: Learning to Teach 14-19-Year-Olds  (Falmer, 1998) ISBN 978075070740
Beere J – The Perfect (Ofsted) Lesson  (Crown House Publishing, 2010) ISBN 9781845904609
Gadsby C – Perfect Assessment for Learning  (Independent Thinking Press, 2012) ISBN 9781781350027
Gould. J – Learning Theory and Classroom Practice in the LLLS, (Learning Matters, 2012), ISBN 9780857258175
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector  (Learning Matters, 2010) ISBN 97818
Kidd W & Czerniawski G – Successful Teaching 14-19 (2011), Sage Publications ISBN 9781848607125
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition  (Nelson Thornes, 2009) ISBN 9781408504529
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition  (Learning Matters, 2011
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition  (Learning M
Tummons J – Curriculum Studies in the LLLS, (Learning Matters, 2011) ISBN 978184441937
Wallace S – The Lifelong Learning Sector Reflective Reader (2010), (Learning Matters, 2010) ISBN 9781844452965
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition  (Learning Matters, 2011

Journals and/or magazines

Times Educational Supplement  –  FE Focus
Times Higher Education weekly  –  newspaper

UNIT 417 INCLUSIVE PRACTICE 9

 Professional/vocational journals

Websites with links

Society of Education and Training website for updates and CPD information
Geoff Petty online teaching resources and community
Times Educational Supplement Website
BBC News for education updates
Education and Skills Funding UK Government Policies
Centre for Research in Lifelong Learning
City and Guilds Awarding Body
https://www.cityandguilds.com/qualifications-and-apprenticeships/learning/teaching/6502-education-and-training#
Learning and Skills Improvement Service
The National Institute of Adult Continuing Education (England & Wales) (NIACE)

Assessment grading criteria (AD2)

City & Guilds Level 5 Diploma

Qualification in Education and Training Assessor
(DET) name

Unit Number and Unit 417 Inclusive Practice Student name

title
Overall Student
Grade
Criteria To achieve the criteria the evidence must show that the Achieved?
Reference student is able to: (tick)
LO 1 Understand factors which influence learning
1.1 Review the impact of personal, social and cultural factors on
learning

1.2 Review the impact of different cognitive, physical and sensory

abilities on learning

LO 2 Understand the impact of policy and regulatory frameworks on inclusive

practice

UNIT 417 INCLUSIVE PRACTICE 10

 2.1 Summarise policy and regulatory frameworks relating to
inclusive practice

2.2 Explain how policy and regulatory frameworks influence

organisational policies relating to inclusive practice

2.3 Explain how policy and regulatory frameworks influence

organisational policies relating to inclusive practice
LO 3 Understand roles and responsibilities relating to inclusive practice
3.1 Summarise own role and responsibilities relating to inclusive
practice

3.2 Explain the relationship between own role and the roles of
other professionals involved in inclusive practice

3.3 Identify points of referral available to meet individual learning

needs

LO 4 Understand how to create and maintain an inclusive learning environment

4.1 Review key features and benefits of an inclusive learning
environment

4.2 Analyse ways to promote equality and value diversity

4.3 Analyse ways to promote inclusion

4.4 Review strategies for effective liaison between professionals

involved in inclusive practice.

LO 5 Understand how to evaluate own inclusive practice

5.1 Review the effectiveness of own inclusive practice

5.2 Identify own strengths and areas for improvement in relation

to inclusive practice

5.3 Identify own strengths and areas for improvement in relation

to inclusive practice

Assignment Feedback

Formative Feedback: Assessor to Student:

Action Plan:

UNIT 417 INCLUSIVE PRACTICE 11

Summative feedback: Assessor to Student:

Feedback: Student to Assessor on Summative Feedback

Assessor Date
signature

Student signature Date

All Learning Outcomes (LOs) must be achieved for the unit credits to be achieved.
Assessor Signature & date (when *IQA signature & date
all tasks complete)
*QC signature & date

(*if sampled)

UNIT 417 INCLUSIVE PRACTICE 12