M4 Assignment 1

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Pages: 12
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Level 5 Diploma in Education and Training.

Unit 4 Wider professional practice in education and training.

Unit Title: Understand professionalism and the influence of professional values in education and training.

Assignment 3

Name: Peijie Zhu Date: 26/03/2024

Word Count: 4311

4.1 Explain key aspects of policies, codes of practice and guidelines of an organisation (400 words minimum). Undoubtedly, the necessity of policies and codes of practice for effective organisational operation is widely acknowledged. As Rethore (2021) states, any organisation needs policies and code of practice to ensure effective and successful operation. Without clear policies in place, ambiguity and inconsistency can occur, leading to inefficiencies, conflicts, …show more content…
In educational settings, it ensures that all individuals, including students and staff, have their human rights respected and protected. This includes rights such as the right to education, freedom of expression, and the right to a fair trial. The Health and Safety at Work Act 1974 is primarily focused on workplaces, this act also applies to educational settings. It requires schools to ensure the health, safety, and welfare of their students, staff, and visitors. Schools must assess and manage risks, provide a safe environment for learning and work, and provide information, training, and supervision to promote health and safety (GOV.UK no date). Prevent Strategy 2011 aims to prevent individuals from being drawn into terrorism or extremist ideologies (GOV.UK, no date). In educational settings, this involves identifying and addressing signs of radicalisation and extremism, promoting fundamental British values, and providing students with the critical thinking skills to challenge extremist narratives. Schools must have policies and procedures in place to effectively …show more content…
By scrutinising their own performance against predefined objectives, teachers identify areas for professional growth and development, fostering a culture of lifelong learning (Schön, 1987). Moreover, self-evaluation facilitates targeted interventions and instructional adaptations, ultimately optimising student learning outcomes (Black & Wiliam, 2009). Quality cycle guides activities essential for continuous improvement. It encompasses several key stages, commencing with thorough preparation before a program's initiation. This phase involves setting objectives, allocating resources, and establishing anticipated outcomes, laying a robust foundation for successful program delivery (Gravell, A. 2000). The. Throughout program planning and execution, the quality cycle facilitates ongoing monitoring and evaluation. Teachers continuously assess instructional strategies, student progress, and resource utilization. This iterative process enables timely adjustments to optimise learning experiences and address emerging challenges. As programs progress, the quality cycle adapts to evolving needs and circumstances. Continuous monitoring ensures alignment with objectives and responsiveness to
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