NCFE

Level 5 Diploma in
Education and
Training
QN: 601/1622/5

Unit 16: Inclusive Practice

(L/503/5384)
Title: Inclusive

Practice Credits: 15

Level: 4

Unit Lead: Hafsah Hussain

Programme
Manager: Hafsah Hussain

Contents: Introduction

Essential

Content

Assignment Brief

- Submission Details
- Unit Learning Outcomes
- Assignment Brief and

Guidance Reading List & Useful

Websites Assessment Criteria

Outline of Delivery

1
Introduction

This unit aims to develop learners’ understanding of inclusive practice. It

includes factors influencing learning, and legislation relating to inclusive
practice. It also includes roles and responsibilities relating to inclusive
practice, how to create and maintain an inclusive learning environment
and evaluating own inclusive practice.

Essential Content

LO1 Understand factors which influence learning.

Impact of personal, social, and cultural factors on learning. Different
teaching and learning methods to accommodate different learning
preferences and different abilities and/or needs (including one-to-one,
paired work, small group teaching, whole group teaching), minimising
potential institutional/social/cultural/personal barriers to learning.
Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge,
comprehension, application, analysis, synthesis, evaluation),
Differentiated outcomes, embedding language/literacy/ numeracy (LLN),
different assessment methods, legislation impacting on practice. Impact
of different cognitive, physical, and sensory abilities on learning. Learning
theory (andragogy, behaviourism, cognitivism, humanism, socially
situated learning), motivation theory (e.g. Maslow, Herzberg, McGregor).

LO2 Understand the impact of policy and regulatory frameworks on inclusive

practice
Policy and regulatory frameworks: Legislation and codes of practice
(health and safety, equal opportunities), own role in promoting equality
(teaching materials, translating legislation in practice, diversity and
inclusion, impact on teaching and classroom practice, range of
differences which might present in a classroom situation), promoting
(data protection, consumer legislation and other legislation relating to
subject specialism), regulatory requirements (safeguarding, child
protection), make a positive contribution, record keeping, codes of
practice (Education and Training Foundation, subject specialist codes of
practice), boundaries of teaching role. Influence of policy and regulatory
frameworks on organisational policies: Legislation and codes of practice
(health and safety, equal opportunities), own role in promoting equality
(teaching materials, translating legislation in practice, diversity and
inclusion, impact on teaching and classroom practice, range of
differences which might present in a classroom situation), promoting
(data protection, consumer legislation and other legislation relating to
subject specialism), regulatory requirements (safeguarding, child
protection), make a positive contribution, achieve and enjoy, achieve
economic wellbeing, record keeping, codes of practice (Education and
2
Training Foundation, subject specialist codes of practice), boundaries of
teaching role. Influence of policy and regulatory frameworks on inclusive
practice. Legislation and codes of practice (health and safety, equal
opportunities), own role in promoting equality (teaching materials,
translating legislation in practice, diversity and inclusion, impact on
teaching and

3
classroom practice, range of differences which might present in a
classroom situation), promoting (data protection, consumer legislation
and other legislation relating to subject specialism), regulatory
requirements (safeguarding, child protection), make a positive
contribution, achieve and enjoy, record keeping, codes of practice
(Education and Training Foundation, subject specialist codes of practice),
boundaries of teaching role.

LO3 Understand roles and responsibilities relating to inclusive practice

Summarise role and responsibilities: Teaching and training cycle (identify
needs, plan, design, deliver, assess, evaluate), Information, Advice and
Guidance (IAG), signposting, liaising with other professionals, meeting
organisation requirements, systems, procedures, maintaining standards,
quality assurance, keeping records, registers, results, health and safety
in the workplace, policies and practice in organisations, own professional
requirements. Relationship between role and roles of other professionals.
Role of collegiality and collaboration in local and regional areas, role of
support agencies, learner referral, signposting, learner support
opportunities, learning support opportunities, the different teams with
which you interact in your daily work (e.g. external support agencies,
external regulatory bodies, internal administrative support, internal
quality assurance teams), limits of responsibility. Points of referral:
Identifying support needs of learners, screening, initial assessment,
diagnostic assessment, identifying key staff within organisations
responsible for referral, identifying sources of learner support and
learning support.

LO4 Understand how to create and maintain an inclusive learning environment

Key features and benefits: Organisational policy and practice, classroom

management, motivational theory (e.g. Maslow), engagement,
participation, achievement, inclusive language, representation of cultural
differences, avoiding stereotyping, access. Equality and diversity:
Protected characteristics (e.g. race, gender, disability, age, religion or
belief, sexual orientation, transsexuality, maternal status, marital status,
civil partnership status), equality act, equal opportunities and equality
and diversity policies, inclusion, differentiation, schemes of work, lesson
planning, different teaching and learning methods to accommodate
4
different learning preferences and different abilities and/ or needs
(including one-to-one, paired work, small group teaching, whole group
teaching), minimising potential institutional/ social/cultural/personal
barriers to learning, Bloom’s Taxonomy of Learning (categorisation of
objectives, knowledge, comprehension, application, analysis, synthesis,
evaluation), differentiated outcomes, embedding language/literacy/
numeracy (LLN), different assessment methods, legislation impacting on
practice.

5
Promote inclusion: Learning preferences, different teaching and learning
methods (strengths and limitations, classroom management, lesson
planning, extension activities, differentiated outcomes), Blooms’
Taxonomy of Learning (categorisation of objectives – knowledge,
comprehension, application, analysis, synthesis, evaluation), SMART
objectives (Specific, Measurable, Achievable, Relevant, Timely), self-
reflection. Review strategies for effective liaison: Teachers, mentors,
learning support specialists, written/verbal/non-verbal communication,
range of media.

LO5 Understand how to evaluate own inclusive practice

Effectiveness of inclusive practice: Models of reflection (e.g. Schön,
Gibbs, Brookfield, Johns, Atkins, and Murphy), self-reflective practice,
models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative
information), programme evaluation (qualitative and quantitative
information), identifying assessment outcomes as basis for
improvement/target setting. Identify strengths and areas for
improvement: Models of reflection (e.g. Schön, Gibbs, Brookfield, Johns,
Atkins, and Murphy), self- reflective practice, models of evaluation (e.g.
Kirkpatrick), learner evaluation (qualitative information), programme
evaluation (qualitative and quantitative information), identifying
assessment outcomes as basis for improvement/target setting. Plan
opportunities to improve skills: Action planning, setting SMART targets
(specific, measurable, achievable, realistic, timely), strengths and
limitations of own skills and knowledge (e.g. experience, qualifications,
currency of skills and knowledge), liaison with other agencies and
learning professionals, current research relating to inclusive practice.

6
 Assignment Brief 1

Student Name/ ID Number

Unit Number and Title Unit 16 Inclusive Practice

Qualification NCFE Level 5 Diploma in Education and Training

Designing, promoting, applying, and evaluating inclusive teaching and learning
Assignment Title
practices at placement
Issue Date W/C 06.01.2025

Submission Date Task One and Task Two Deadline:

21/03/2025 Submit on Moodle by
23:59

Lead Assessor and Date Hafsah Hussain 31.12.2024

IV Name and Date Samantha Williams 03.01.2025

Submission Details

Purpose of this assignment

This unit will focus on developing an understanding on inclusive teaching and learning practices. This will be achieved by
covering factors that influence learning and legislation relating to inclusive practice. The unit also looks at the roles and
responsibilities in the context of inclusive practice and how to develop and sustain an inclusive learning environment.

Scenario:
You are to look at your placement and understand how inclusive practice can be embedded, taught and included. You
are to understand how liaising with other staff can make effective inclusive practice and you are to reflect upon your
own teaching and understand how you can create and maintain a safe and inclusive environment. You will also
familiarise yourself with policies and regulatory frameworks on inclusive practice.

Unit Learning Outcomes

 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

7
 Assessment
Assignment Brief & Guidance Evidence
Task 1 – Written Report: Understanding factors that influence an
inclusive learning environment at your placement (LO1, LO4). Written Report:
The recommended word
count is 1200 words alongside
In your report you must review the following: a full list of references which
 Key features and benefits of developing an inclusive should be Harvard
learning environment (4.1). referenced.
 Strategies that support an effective liaison between
HE practitioners in promoting inclusive teaching and
learning practices (4.4).
 Impact of different cognitive, physical and sensory abilities
on the current teaching and learning strategies (or approaches)
(1.2).
 Impact of personal, social, and cultural factors on
learning (1.1).
 Finally, analyse ways to promote equality and
value diversity and promote inclusion (4.2, 4.3).

Self-Reflective Report:
Task 2 – Self-Reflective Report: Promoting and supporting inclusive
The recommended word
teaching and learning practice (LO2, LO3, LO5). count is 2000 words alongside
Your Self-reflective report will provide a summary on the policy and a full list of references which
regulatory frameworks relating to inclusive practice (2.1), you will explain should be Harvard
referenced.
how such policy and regulatory frameworks influence both your placement
policies and your own practice in relation to inclusive practice (2.2, 2.3).

You will provide a summary on your own role and responsibilities relating to
inclusive practice (3.1) and explain the relationship between your role and
the roles of other professionals involved in inclusive practice (3.2). You will
explain a time when you have identified points of referral and collaborated
effectively with another professional to meet the students learning needs
(3.3).

Finally, you will review the effectiveness of your own inclusive practice (5.1)
and identify your own strengths and areas for improvement in relation to
inclusive practice and explain how you plan to improve your inclusive
teaching and learning practices (5.2, 5.3).

8
Reading List

Books
Castle, P and Buckler, S. (2009) How to be a Successful Teacher, London: SAGE.
Bates, B. (2019) Learning Theories Simplified (2nd ed) London: SAGE.
Bennett, T. (2010) The Behaviour Guru, London: Continuum International.
Gould, J and Roffey-Brentsen, J. (2014) Achieving your Diploma in Education and Training, London: SAGE.
Gravells, A. (2013) The Award in Education and Training, London: Learning Matters.
Gravells, A. (2012) Achieving your TAQA Assessor and Internal Quality Assurer Award, Exeter: Learning
Matters.
Gravells A & Simpson S (2012) Equality and Diversity in the Lifelong Learning Sector (2nd ed) London:
Learning Matters
Gravells, A. (2012) What is Teaching in the Lifelong Learning Sector? London: Learning Matters.
Malthouse, R and Roffey-Barentsen, J. (2013) Reflective Practice in Education and Training (2nd ed) London:
SAGE.
Powell, S and Tummons, J. (2011) Inclusive Practice in the Lifelong Learning Sector, Exeter: Learning
Matters.
Read, H. (2011) The Best Assessor’s Guide, Bideford: Read on Publications.
Reece, I and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide (6th Ed) Tyne & Wear:
Business Education Publishers.
Wallace, S. (2006) Managing Behaviour and Motivating Students in Further Education, Exeter: Learning
Matters.

Website List for Learners

Ann Gravells Ltd – www.anngravells.co.uk (teaching information and resources)
Assessment tools library (literacy, numeracy, ESOL, dyslexia)
http://archive.excellencegateway.org.uk/page.aspx?o=toolslibrary
Brainbox teaching resources - www.brainboxx.co.uk
Educational Theory – www.businessballs.com
Equality and Diversity Forum – www.edf.org.uk
Education and Training and Foundation – www.et-
foundation.co.uk Initial Assessment Tools –
www.toolslibrary.co.uk
Institute for Learning - www.ifl.ac.uk
Learning Styles – www.vark-learn.com
National Institute of Adult Continuing Education - www.niace.org.uk
Plagiarism - http://plagiarism.org
Post Compulsory Education and Training Network – www.pcet.net

9
 Assessment Criteria

In this assessment you will have

Learning
Learning Assessment the opportunity to present Task Evidence
Outcome
Outcome Criteria evidence that shows you are able no. (Page)
to:
Understand 1.1 Review the impact of personal,
factors social and cultural factors
which on learning
LO1 influence 1.2 Review the impact of different
learning cognitive, physical and
sensory abilities on learning
Understand 2.1 Summarise policy and regulatory
the frameworks relating to inclusive
impact practice
of policy 2.2 Explain how policy and
and regulatory frameworks influence
LO2 regulatory organisational policies relating
frameworks to inclusive practice
on 2.3 Explain how policy and
inclusive regulatory frameworks influence
practice own inclusive practice
Understand 3.1 Summarise own role and
roles and responsibilities relating
responsibilities to inclusive practice
relating to 3.2 Explain the relationship between
inclusive own role and the roles of other
LO3 practice professionals involved in
inclusive practice
3.3 Identify points of referral
available to meet individual
learning needs
Understand 4.1 Review key features and
how to benefits of an inclusive learning
create and environment
maintain an 4.2 Analyse ways to promote
inclusive equality and value
learning diversity
environment 4.3 Analyse ways to promote
inclusion
LO4 4.4 Review strategies for effective
liaison between professionals
involved in inclusive practice
Understand 5.1 Review the effectiveness of own
how to inclusive practice
LO5 evaluate own 5.2 Identify own strengths and areas
inclusive for improvement in relation to
practice inclusive practice

5.3 Plan opportunities to improve

own skills in inclusive
practice

1
0
Outline of Delivery

Week 1
Introduction to the unit. Social and cultural factors and the impact upon learning.

Week 2
The impact of cognitive, physical and sensory abilities upon learning

Week 3
Key features and benefits of creating an inclusive learning environment.

Week 4
Promoting equality and diversity in the classroom environment and working with other
professionals involved in inclusive practice.

Week 5
Policy and Regulatory Framework on influencing organisational policies relating to inclusive
practice.

Week 6
Roles, responsibilities and multi-agency practice.

Reading Week
Students to start working on Task 1

Week 7 Points of referral available to meet individual learning needs.

Week 8
Evaluating practice.

Week 9
Evaluating practice.

Week 10
Task Workshop

1
1