QUALIFI  Level 6  Diploma Unit 1 Principles of Teaching and Learning Theory and Practice (Y/618/5461) Assignment Brief 2026   

QUALIFI  Level 6  Diploma in  Global Teaching  Practice

Unit 1: Principles of Teaching and Learning Theory and Practice    

Unit Aim

Student teachers analyse and evaluate teaching and learning theory, highlighting links to their current and future practice. The teaching and learning theory aspects of this unit requires a comprehensive review of theories of learning and high leverage practices’ with particular emphasis on their relevance to outstanding classroom practice.

Student teachers will begin to engage practically with a variety of teaching/learning methods and practices. Learners will need to know how to triangulate information (literature, observations, reflections) to become reflective practitioners.

Learning Outcomes and Assessment Criteria

 Indicative Content

This unit has been carefully structured to enable students to engage in 10 conceptual sub-units that promote a critical understanding of the core components of effective pedagogy:

1. Learning Theory: Student teachers will explore a variety of learning theories that underpin interactions in the classroom setting, including mediation. Student teachers investigate and research Socio- constructivism, Constructivism, Behaviourism and Connectivism.
2. Behaviour Management for Learning: Student teachers explore the theory underpinning classroom relationships and behaviour management. They explore classroom management, behaviours management and Maslow’s Hierarchy of Needs. Student teachers apply knowledge of behaviour management to real-life scenarios.
3. Theory of a Learner-Centred Approach: Student teachers explore the role of the teacher as facilitator in a learner-centred classroom. Student teachers will compare and contrast a learner-centred and teacher-led classroom environment. Student teachers will identify and analyse learner-centred teaching and learning strategies and explore challenges of a learner-centred approach and suggest solutions.
4. Lesson Planning and Unit Planning: Student teachers analyse effective lesson/unit plan structure, describe key elements and investigate objective-based lessons/units. Student teachers review and analyse different lesson and unit plans.
5. Assessment for Learning and Feedback: Student teachers research and analyse principles of assessment for learning: learning objectives, success criteria, questioning, feedback, peer and self-assessment. Student teachers compare and contrast between assessment for learning and assessment of learning.
6. Differentiation: Student teachers will define the concept of differentiation, describe the importance of differentiation in the classroom and research the impact differentiation has on learning progression. Student teachers explore a variety of differentiation strategies by analysing lesson plans.
7. Use of Questioning: Student teachers explore the theory of questioning and define and describe different types of questions. Student teachers apply a taxonomy to questioning to promote higher thinking and plan effective questions to apply to their own practice.
8. Inclusion: Student teachers compare and contrast differentiation and inclusion and reflect on the importance of creating an inclusive learning environment. Student teachers will consider appropriate learning strategies suitable for English Language Learners, Students with Special Education Needs, Lower Ability Students and Gifted and Talented Students. Student teachers will reflect on and evaluate inclusion strategies in practice.
9. Situation Cognition and the Culture of Learning: Student teachers explore and analyse situated cognition theories of cognitive apprenticeship, anchored instruction and project-based learning.
10. Curriculum Studies: Student teachers reflect on their subject knowledge relating to the curriculum of their professorial placement school, identify gaps and plan strategies to secure knowledge and develop instructional approaches.

Delivery Guidance

Tuition and guidance should feature flexible approaches to delivering the unit. Formal tuition sessions, whether face to face or online, will identify some of the required, theoretical subject matter. This will help students to work individually, or as part of a group, researching and gathering information about the subject.

Personal and group research, case studies, simulations, exercises and discussion are typical and engaging ways of learning about the subject. Students will likely use tutor- and self- directed study and reflect on their experience and expertise.

Assessment Guidance

All units include formative and summative assessments. Assignments are handed out by course tutors and marked in line with the marking processes. Assessment is varied and may include; written reports, business plans, change management plans, presentations, group work, viva, a worked-based project and personal development plan or observations.

All assessments are linked to the learning outcomes of each module identified in the Learning Outcomes and Assessment Criteria. Learners are encouraged to act on feedback from tutors and markers so that they can take as part of their own learning and development.

Formative Assessments

Student teachers are formatively assessed by Institute/centre facilitators throughout this unit. Student teachers should complete formative assessments related to the Professional Placement Tasks 1-6 identified in Unit 3 of this qualification. These are peer assessed and tutor assessed:

1. Safeguarding and Child Protection
2. Become Involved in the Life of the School
3. Managing behaviour
4. Lesson Planning
5. Using Data to Plan for Progression
6. Questioning

Summative Assessments

In addition to the formative assessments, Student teachers must submit a 4,000- word assignment based on a Practice Study.

For more information on the assessment process, please contact Qualifi.

Suggested Resources

Atteberry, A., & Bryk, A. (2011). Analyzing teacher participation in literacy coaching activities.

Ball, D. L. (2000b). Bridging practices. Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 5 (3), 241-247.

Ball, D. L. (2002). What do we believe about teacher learning and how can we learn with and from our beliefs? In D. Mewborn, et al. (Eds). Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, October 26-29, 2002, Athens (Georgia), Vol. 1 (pp. 3-19).

Ball, D. L., & Forzani, F. M. (2010). What does it take to make a teacher? Phi Delta Kappan, 92(2), 8-12.

Coggshall, J. G., Rasmussen, C., Colton, A., Milton, J., & Jacques, C. (2012). Generating

Darling-Hammond, L. and Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford Center for Opportunity Policy in Education.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Retrieved from http://www.learningforward.org/docs/pdf/nsdcstudy2009.pdf

Edelson, D.C., Gordin, D.N. & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences. 8 (3,4), 391-450. Retrieved from http://www.worldwatcher.northwestern.edu/userdownloads/pdf/JLSEdelsonetal.

Fisher, Annie and Rush, Linda (2008) ‘Conceptions of learning and pedagogy: developing Graduate Trainee teachers’ epistemological understandings’, Curriculum Journal,19:3,227 — 238.

Grossman, P. (2011). Framework for Global Teaching Practice: A brief history of an idea. Teachers College Record, 113(12), 2836-2843.

Hayden, M. (2006) Introduction to International Education: International Schools And Their Communities London Sage

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Hlas, A. C. and Hlas, C. S. (2012), A Review of High-Leverage Global Teaching Practices: Making Connections Between Mathematics and Foreign Languages. Foreign Language Annals, 45: s76–s97. doi:10.1111/j.1944- 9720.2012. 01180.x

http://www.gtlcenter.org/sites/default/files/docs/GeneratingTeachingEffectiveness.pdf

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Malm, Birgitte (2009) ’Towards a new professionalism: enhancing personal and professional development in teacher education’, Journal of Education for Teaching, 35: 1, 77 – 91.

Maywood University, Clincal Supervision Handbook http://www.marywood.edu/dotAsset/191876.pdf

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(Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development,

Accountability, and Reform Centre website: http://ceedar.education.ufl.edu/tools/best-practice-review/

Mindich, D., & Lieberman, A. (2012). Building a learning community: A tale of two schools. Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved

from http://edpolicy.stanford.edu/sites/default/files/publications/building-learning-community-taletwo- schools.pdf

Multiple intelligences, what does the research say? (2013, March 8). Edutopia. Retrieved

from http://www.edutopia.org/multiple-intelligences-research (High Leverage Practice #6: Coordinating and adjusting instruction during a lesson)

Mundy, K. et al (Eds) (2016) Handbook of Global Education Policy London Wiley-Blackwell

Pushpanadham, K. (Ed) (2020) Teacher Education in the Global Era Springer

Pollard, A. Readings for Reflective Teaching in Schools, London: Bloomsbury (2014)

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Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from

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Zeichner, K. M. (2005). Becoming a teacher educator: a personal perspective. Teaching and Teacher Education 21 (2005) 117–124.

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