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ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT
Pearson BTEC Level 5 Diploma in Education and Training
Unit 3: Theories, Principles and Models in Education and Training
Assignment Brief
April 2022

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ICON College of Technology and Management
Pearson BTEC Level 5 Diploma in Education and Training
Unit 3: Theories, Principles and Models in Education and Training Coursework
This Unit will be assessed based on your response to the tasks assigned that requires you to examine
underpinning knowledge and understanding of theories, principles and models in education and
training in assignments/reports.
You are strongly advised to read “Preparation guidelines of the Coursework Document” in the
relevant information section (see Appendix B) and “Checklist for tasks” (see Appendix C) before
completing your assignment.
Assignment Context
What you must do:
The assignment of this unit will consist of five individual tasks, that will cover all five learning outcomes.
Please remember that the summative assessment for this unit is based on your response to the tasks
assigned.
A checklist for each task is provided in Appendix C for you to review your assignments before
submission.
You must always follow the academic writing format and include citations and references using the
HARVARD style of referencing.
Task 1: Micro teaching: Planning, implementing, and reflecting General instructions for the
task
This task is linked to LO1 and will cover the assessment criteria 1.3, 1.4, 5.1 and 5.2 The
suggested word limit for this task is approx. 1000 words.
Your tutor will provide you with templates to document the micro-teaching plan and record peer
observation.
Task requirement
This task requires two things from you.
Firstly, plan a micro teach session using a template provided to you. In your plan include clear strategies
for differentiation, a group profile, and learning activities; resources to support lesson delivery that
incorporate VAK model/Gardener’s multiple intelligences/Honey and Mumford learning styles (Attach
the lesson plan in appendix).
Ø Choose one of the following learning preference models VARK, Gardener’s multiple
intelligences/Honey and Mumford learning, and explain the model.
Write a 500-word rationale justifying your teaching methods and taking into account individual learning
needs and preferences.
Ø Choose at least four of the following and explain why you have included them in your
lesson plan
Lecture, handouts, activity sheets, discussion, video, oral questioning, practical
activities, lecture notes such as PowerPoint slides, group work, quizzes, case study and
role-play.
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Secondly, implement your lesson plan and document peer and tutor observer reports of your teaching
(Attach the reports in the appendix).
Use the report to write a 500-word reflective account of your teaching. Use your understanding of any
of the reflective models to document your reflections and evaluate your strengths and limitations.
Ø Choose one of the following reflective models and explain it briefly.
Gibbs reflective cycle, Kolb reflective cycle, Donald Schön’s concept of reflection-inaction and reflection-on-action, Greenaway’s plan-do-review, and Brookfield’s notion
of reflecting through critical lenses.
Ø Use any of tehse model to reflect on your micro-teaching session.
Task 2: Essay: Analysis of theories and models of learning General instructions for the task
This task is linked to LO1. It will cover assessment criteria 1.1 and 1.2. The
suggested word limit for this task is 600 words.
Task requirement
Write an essay analysing theories or models of learning that you might utilise in your practice.
Critically review how these theories or models align with your beliefs, intentions and approach to
teaching and learning.
Ø Choose two of the theories and models of learning and explain them (Cognitivism,
behaviourism, social constructivism, Humanism).
Ø Indicate which approach dominates your teaching and learning beliefs. Provide
exampels to substantiate your point.
Ø Use the approchaes/theories selected to explain how it enables you to support the
learners
Task 3: Situation analysis
This task is linked to LO2 and will cover the assessment criteria 2.1 and 2.2
General instructions for the task
The suggested word count for this report is approx. 800 words.
Task requirement
Select one of the one-way and two-way communication theories or models and suggest ways in which
you would teach a concept/topic using the selected theory or model. Provide reasons for your selection.
Suggest also the limitations you might face when communicating the subject content to your students
and how you think you might overcome those challenges. Provide examples to illustrate your points.
Ø Choose one of the following models of communication and explain it.
Eric Berne’s transactional analysis, David Berlo, Shannon and Weaver one way of
communication
Ø Choose one of the following models of communication and explain it
Basil Bernstein elaborated and restricted language code, Lev Vygotsky-role of
communication in language development
Ø Choose three of the communication methods. Identify the strengths and limitations
Group discussion, lecture notes, handouts, oral questioning, written feedback, oral
feedback, use of chatrooms (synchronous and asynchronous), video, body language and
presentation.
Ø Suggest three ways to improve communication in your teaching.
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Task 4: Account of applying various forms of assessment
This task is linked to LO3 and will cover the assessment criteria 3.1 and 3.2
General instructions for the task
The suggested word count for responding to the two scenarios is approx. 800 words.
This task requires you to reflect on the scenarios provided and respond accordingly. Task
requirement
You are required to respond to the two given scenarios in this task.
Scenario 1
A lecturer in Structural Engineering introduces an activity where the students have to work in small
groups of 4. There are a total of 20 students. The groups work to develop a design. As a group, they
present their work to their fellow students.
Based on your understanding of theories, models and principles of assessment, use the scenario to
explain which type of assessment do you think the lecturer could use and why? What skills and
expertise he/ she would require to conduct the assessment/s successfully? Discuss how the lecturer’s
decision would benefit the students.
Hints:
Ø Choose two of the assessment types and explain their purpose of these assessments in
supporting your learners:
criterion-based assessment, formative assessment, peer assessment, self assessment
and diagnostic assessment.
Ø Choose three of the following and explain why it is an important skill for assessors
Confidence in making evaluative judgement, knowledge of quality systems, verbal
and written skills, fairness, efficient, equitable, ability to make validity judgement.
Scenario 2
Imagine you are an FE instructor teaching a subject of your choice. Based on your understanding of
theories, models and principles of assessment, how would you use feedback to modify instruction as
well as assist the learners to understand assessment objectives to perform well in the assignment
submission?
Ø Choose three of the following and explain the purpose on feedback to support learners
User friendly feedback, goal-oriented feedback, feedback used in a timely manner,
tangible and transparent feedback, ongoing feedback, and constructive feedback.
Ø Choose four from the following and explain
Motivational feedback, goal-oriented, explicit feedback, positive feedback,
constructive and relevant to subject knowledge or skill
Task 5: Review report
This task is linked to LO4 and will cover the assessment criteria 4.1 and 4.2
General instructions for the task
The suggested word count for this report is approx. 600 words.
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Task requirement
Tyler’s approach is widely quoted in books on curriculum. If you were to rewrite the Tyler approach for
the changing societal learning needs, what would you add, delete, or modify? Write an essay justifying
your decisions.
For responding to this task, you will have to derive from your knowledge gained about curriculum
theories, models and principles and their application from the lectures. In taking decisions, you could
consider whether the approach is popular with bureaucrats, senior planners, teachers and /or parents.
You could consider other curriculum theories, models and principles in justifying your decisions.
Ø Choose two of the following theories or models of curriculum development and compare it with
Ralph Tyler’s rational objective model of curriculum development
Jerome Bruner- spiral curriculum, Maslow’s Humanist approach, Skillbeck situational analysis
approach, John Dewey- flexible curriculum, Hilda Taba-grassroot model, Lawrence Stenhouseinteractive model, Daryl Wheeler- rational cyclical model
Appendices A. Learning outcomes and assessment criteria
To gain a Pass in a BTEC DET Unit, you must meet ALL the Pass criteria.
Each learning outcome is to be assessed based on certain assessment criteria.

Analyse theories and models of
curriculum and development

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B. Relevant Information
1. How your work will be assessed
To gain a Pass in a BTEC DET Unit, you must meet ALL the Pass criteria.
Each learning outcome is to be assessed based on certain assessment criteria.
2. Preparation guidelines of the Coursework Document
a) All coursework must be word processed.
b) Avoid using the “Text box” in writing your assignment.
c) Document margins must not be more than 2.54 cm (1 inch) or less than 1.9cm (3/4 inch).
d) Font size must be within the range of 10 points to 14 points including the headings and body
text.
e) Standard and commonly used typefaces such as Times New Roman (12 font) or Arial (11 font)
should be used.
f) Double space and justify your work, and leave extra space between paragraphs.
g) All figures, graphs and tables must be numbered.
h) Include a complete, accurate and Harvard-style in-text citation and reference list (The word limit
does not include the reference list).
i) Do not use Wikipedia or essays as a reference. Using such references leads to plagiarism.
j) Word limit must be strictly followed.
k) Proofread your work thoroughly to ensure that your grammar, syntax and spelling are correct
3. Plagiarism and Collusion
Any act of plagiarism or collusion will be seriously dealt with according to the regulations. In this
context the definition and scope of plagiarism and collusion are presented below:
Plagiarism is presenting somebody else’s work as your own. It includes copying information
directly from the Web or books without referencing the material; submitting joint coursework as
an individual effort. Collusion is copying another student’s coursework; stealing coursework from
another student and submitting it as your own work.
Suspected plagiarism or collusion will be investigated and if found to have occurred will be dealt
with according to the college procedure. (For details on Plagiarism & Collusion please see the
student’s handbook)
4. Submission
a) The initial submission of coursework to the tutors is compulsory in each unit of the course.
b) Student must check their assignments on ICON VLE with plagiarism software Turnitin to make
sure the similarity index for their assignment stays within the College approved level. A student
can check the similarity index of their assignment three times in the Draft Assignment
submission point located on the home page of the ICON VLE.
c) All Final coursework must be submitted to the Final submission point in the unit (not to the
Tutor). A student would be allowed to submit only once and that is the final submission.
d) Any computer files generated such as program code (software), and graphic files that form part
of the coursework must be submitted as an attachment to the assignment with all
documentation.
e) The student must attach a tutor’s comment in between the cover page and the answer sheets in
the case of Resubmission.
5. Good practice
Make a backup of your work in different media (hard disk, floppy disk, memory stick etc) to avoid
distress for loss or damage to your original copy
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6. Extension and Late Submission
a) If you need an extension for a valid reason, you must request one using an extenuating
circumstances request form available from the college exam office and ICON VLE. Please note
that the lecturers do not have the authority to extend the coursework deadlines and therefore do
not ask them to award a coursework extension. The completed form must be accompanied by
evidence such as a medical certificate in the event of you being sick
b) Late submissions will be accepted and marked according to the college procedure. It is noted
that late submission may result in grading from PASS.
7. Submission deadlines

Submit to: Online to the ICON VLE only 8. Glossary of terms
Analyse: Break an issue or topic into smaller parts by looking in depth at each part. Support each part
with arguments and evidence for and against (Pros and cons)
Critically Evaluate/Analyse: When you critically evaluate, you look at the arguments for and against
an issue. You look at the strengths and weaknesses of the arguments. This could be from an article you
read in a journal or from a textbook.
Discuss: When you discuss you look at both sides of a discussion. You look at both sides of the
argument. Then you look at the reason why it is important (for) then you look at the reason why it is
important (against).
Explain: When you explain you must say why it is important or not important.
Evaluate: When you evaluate you look at the arguments for and against an issue.
Describe: When you give an account or representation in words.
Identify: When you identify you look at the most important points.
Define: State or describe the nature, scope or meaning.
Implement: Put into action/use/effect
Compare: Identify similarities and differences
Explore: To find out about
Recommend: Suggest/put forward as being appropriate, with reasons why
Account: Similar to explain but with a heavier focus on reasons why something or is not the way it is
C. Checklist for tasks
a) Checklist for Task 1: Micro teaching: Planning, implementing, and reflecting I
have attached a plan of my micro teaching in the appendices.
I have provided a rationale justifying my decisions while planning a particular topic.
I have taken feedback from my tutor and two peers. I have attached these in the appendices.
I have used the feedback from my tutor and peers to reflect on my teaching and have written about
my strengths and limitations and how I could improve further.
In my reflection on my teaching, I have used a reflective model to document my learning
experience. I have also analysed why I use that particular reflective model and not anyone
another.
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b) Checklist for Task 2: Critical review of theories and models of learning
I have deeply thought about 1-2 theories or models of learning that align with my beliefs about
teaching and learning or teaching a particular subject.
I have explained my belief about teaching and learning in general or teaching a particular subject.
I have analysed how the selected theory relates to my beliefs and intentions for teaching and
learning.
I have discussed how I will design learning based on my approach to teaching and learning. I have
provided an example to illustrate my point.
c) Checklist for Task 3: Essay on the relationship between communication and
instruction/teaching and learning
I have reflected on which two communication theories – one-way communication and two-way
communication – I could apply to teach any topic of my interest/subject specialism.
I have provided an example of both situations.
I have discussed the limitations I might face in both situations.
I have discussed how I could possibly overcome such limitations.
d) Checklist for Task 4: Account of applying various forms of assessment
Scenario 1
I have identified the type of assessment a lecturer would use in Scenario 1.
I have explained the reasons for his choice/s.
I have identified the skills and expertise he would need to successfully implement the selected
assessment type.
I have discussed how the students might be benefitted from such assessment/s. I have provided
examples to illustrate my point.
Scenario 2
I have discussed the relevance of feedback in teaching and learning.
I have discussed how feedback assists learners in meeting the assessment objectives as well as
assists teachers/trainers to improve instruction to assist learners to perform well in assignment
submission.
e) Checklist for the Task 5: Review report
I have discussed Tyler’s approach to curriculum design briefly.
I have considered changes in learning needs with the changing societal needs and have reflected
on whether Tyler’s approach is fit to meet such needs.
In reflecting on my decision, I have reasoned about its popularity amongst several stakeholders to
explain why this approach is popular or whether its popularity is fading.
I have also compared and contrasted this approach with 1-2 other curriculum approaches and have
weighed what could be added, deleted or modified to Tyler’s approach to creating a more
compatible curriculum to meet the needs of the 21st-century world.