ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT

Pearson BTEC Level 5 Diploma in Education and Training

Unit 33: Working with Individual learners
Assignment Brief
2022-2023
Programme title L5 Diploma in Education and Training

Unit number and title Unit 33 Working with Individual learner

Unit Type Core

Unit Level and Credit

Level 5 15 Credit
Value

Module leader

Assessor (s) Tausi Lubega and Aisa Okunade (Review completed on 2/3/2023)

Issue Date

Final assignment
12 – 17 June 2023
submission deadline

19 – 24 June 2023

Late submission deadline The learners are required to follow the strict deadline set by the College
for submissions of assignments in accordance with the BTEC level 4–7
submission guidelines and College policy on submissions.

Resubmission deadline NA

Formative feedback will be available in class during the semester.

Submissions for formative feedback should be done timely as requested
Feedback by the tutor.
Final feedback will be available within 2 weeks of the assignment
submission date.

The work you submit must be in your own words. If you use a quote or an
illustration from somewhere you must provide the source.
General Include a list of references at the end of your document. You must give all
Guidelines your sources of information.
Make sure your work is clearly presented and that you use correct grammar.
Wherever possible use a word processor and its “spell-checker”.

Dr Inderdeep Kaur Sareen and

Internal verifier Dr Sonia Khan (verified the
review)

Signature (IV of the Ik Sareen

Date 07/10/2022 & 03/03/2023
brief) * Skhan

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 ICON College of Technology and Management
Pearson BTEC Level 5 Diploma in Education and Training
Unit 33: Working with Individual learners
Coursework
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 the 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.
The examples/scenarios provided for each task are there to assist you in your thinking and structuring
of the task and are not exhaustive lists.
Task 1: Compare coaching, mentoring and teaching roles
General instructions for the task
This task is linked to LO1 and LO4 and will cover the assessment criteria 1.1, 1.2, 1.3 and 4.1.
The suggested word limit for this task is approx. 800 words.
Task requirement
You are required to do two things in this task.

As a Learning Support Assistant (LSA) you coach, mentor and train your students. Deriving from
research, analyse the similarities and differences between the different roles you take. Which of these
roles you prefer and why? Provide examples to illustrate the effectiveness of your preferred choice.

Also develop an argument on how you would encourage and empower your learners in meeting the
challenges in life, especially meeting their emotional, intellectual and social needs.
Scenario
You have joined a Further Education (FE) college in London as a Learning Support Assistant (LSA).
You will be working with cohorts of 16 -19-year-olds delivering weekly tutorial sessions that contribute
to developing your students’ confidence, character and resilience. Your sessions will involve group work
to develop team work, communication, leadership and problem-solving skills. The sessions would
include developing life skills such as cooking and eating healthily, staying safe, making sustainable
choices, managing personal finances and preparing for adult or university life.

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In your role, you work closely with lecturers and other support staff in a classroom environment to
support groups of learners and/or individual learners. You sometime also hold one-on-one sessions with
individual learners who might have additional learning needs and therefore need extra support to keep
up with their peers.
*You could use this scenario in your thinking and structuring of all the tasks.
Task 2: Account of selection of strategies.
General instructions for the task
This task is linked to LO2 and will cover the assessment criteria 2.1
The suggested word limit for this task is approx. 400 words.
Task requirement
As a coach/mentor/teacher to a diverse group of learners suggest five strategies that could be used to
meet the individual needs of learners and from these five, select any three strategies and provide a
rationale/justification behind using these strategies to meet individual student needs.

Task 3: Case review emphasising collaboration between/among agencies to meet the needs of
individual learners
General instructions for the task
This task is linked to LO3 and will cover the assessment criteria 3.1 and 3.2
The suggested word limit for this task is approx. 800 words.
Task requirement
Explain how you would identify the student’s needs and record them appropriately. Describe and explain
the resources that you would require when working collaboratively with others for a multi-agency
approach to support individual learners, i.e. external agencies and organisations, departments within
your own institution/organisation, stakeholders and colleagues involved in the educational and pastoral
care of individual learners.
Scenario
An institute where you work as an LSA adopts a multi-agency approach to support its students. The staff
works in collaboration with a range of professionals and agencies to ensure that the complex needs of
their students are met. Your student, Malinda, is 17 years old and academically gifted. She is bereaving
the death of her father and is not attending college regularly. During the sessions, you have discovered
that she is finding it difficult to adjust with the loss and has started drinking alcohol. She also feels
trapped with her mother and feels her relationship with her is becoming toxic.
Think of how you would offer one-to-one support to someone like Malinda in similar or different life
situation. Think of how would you apply the multi-agency approach in finding resolution in a similar
situation.
Task 4: Evaluation of own one-to-one learning
General instructions for the task
This task is linked to LO5 and will cover the assessment criteria 5.1, 5.2 and 5.3
The suggested word limit for this task is approx. 1000 words (excluding the ILPs)
Task requirement
Considering your role as a coach, mentor or tutor,

• Analyse the effectiveness of your role in relation to the one-one teaching and learning support
you have provided.
• Identify your strengths and areas of development in your practice.

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 • Suggest plans to improve your practice and discuss how it will contribute to your
development.

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.
Learning Outcomes Assessment Criteria

1 Understand the roles and 1.1 Summarise the responsibilities of a coach, mentor
responsibilities of a coach, and teacher in relation to working with individual
mentor and teacher in relation to learners
working with individual
learners 1.2 Analyse the differences between the coaching,
mentoring and teaching roles in relation to working
with individual learners

1.3 Review the effectiveness of coaching, mentoring

and teaching roles in meeting individual learning
needs

2 Understand how to select 2.1 Justify the selection of strategies to meet the needs
strategies to meet the needs of of individual learners
individual learners

3 3.1 Review the resources required for an effective multi-

Understand the multi-agency agency approach
approach to the development of
individual learners 3.2 Explain factors which influence the referral process

4 Understand the contribution of 4.1 Review the processes involved in one-to-one

one-to-one coaching, mentoring coaching, mentoring and teaching in relation to
and teaching to the development emotional, intellectual and social benefits for
of individual learners learners

5 Be able to evaluate own practice 5.1 Analyse the effectiveness of own practice in
in relation to one-toone teaching relation to one-to-one teaching and learning
and learning situations situations

5.2 Identify own strengths and areas for improvement

in relation to one-to-one teaching and learning
situations

5.3 Plan opportunities to improve own skills in relation

to one-to-one teaching and learning situations

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.

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 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 “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 point to 14 point including the headings and body
text.
e) Standard and commonly used type face 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) Proof read 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 hand book)

4. Submission
a) 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 in the home page of the ICON VLE.
c) All Final coursework must be submitted to the Final submission point into 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), 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 backup of your work in different media (hard disk, floppy disk, memory stick etc) to avoid
distress for loss or damage of your original copy

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
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 b) Late submission 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

Formative feedback Week 12

Final Submission 09 – 14 January 2023

Late submission 16 – 21 January 202

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 text book.
Discuss: When you discuss you look at both sides of a discussion. You look at both sides of the
arguments. 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 of 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 heavy focus on reasons why something or is not the way it
is.
C. Checklist/hints for tasks
a) Check list for Task 1: Compare coaching, mentoring and teaching roles
I have discussed the similarities in the roles and responsibilities of a coach, mentor and teacher
to help individual learners.
I have discussed the differences in the roles and responsibilities of a coach, mentor and teacher
to help individual learners.
I have suggested which one of the roles I prefer and have examples to illustrate my point and
justify my preference.
I have considered the ways in which I would support and encourage my learners in meeting
their emotional, intellectual and social needs

b) Check list for Task 2: Account of selection of strategies

I have demonstrated that I can select strategies to meet the needs of individual learners.
I have explained the reasons for my choices.

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 c) Checklist for Task 3: Case review emphasising collaboration between/among agencies to
meet the needs of individual learners
I have identified and explained my students’ needs.
I have identified the agencies whose support I would need to assist my student. I have
provided reasons for collaborating with others.
I have reviewed the resources required for an effective multi-agency approach.
I have explained factors which influence the referral process.

d) Checklist for Task 5: Evaluation of own one-to-one learning

I have analysed the effectiveness of my role in one-to-one teaching and learning situations.
I have identified own strengths and areas for improvement in relation to one-to-one teaching
and learning situations and produced a SWOT analysis.
I have planned opportunities to improve own skills in relation to one-to-one teaching and
learning situations and produced an action plan.

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