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Purpose of Resources in Learning and Teaching

Purpose of Resources in Learning and Teaching

Task 1 (LO1) Understand the purpose and use of resources in own specialist area

1.1 Explain the purpose of resources in learning and teaching


Resources are used to ensure learners are being engaged and for learners to meet their learning needs, their preferred learning styles and for them to achieve their learning outcomes.

There are a variety in Teaching Materials, Teaching materials are the resources I use as a teacher to deliver instructions to my learners. As a teacher I need tools to assist and support all my students learning in class. resources are regularly used to attain attention and engage learners to meet their learning needs, their favourite learning styles and for them to achieve the learning outcomes. Resources can be used for two different aspects of my profession while teaching

Points to be considered (at least 5):

□ Teaching resources, e.g. supporting teaching, visual prompts or stimulationvariation and diversification of approachesproviding opportunities to develop ICT skills, more memorable, an alternative to the ‘real thing’, opportunities to actively engage learners.

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Therefore, resources can be used for stimulation or visual prompts. An example, as a business teacher I use handouts regular to assist and support my teaching during lessons. According to Wolery, Ault, and Doyle (1992) situated prompts as physical, gestural, auditory, or visual have also recommended that prompt selections can be individualised, as different students may respond differently to the same prompt. For example, Hodgdon (1995) reported that students with autism frequently have trouble attending to, regulating, and understanding auditory input and that visual prompts. This allows me to vary and diversify my teaching approaches. therefore, a wide range of resources allows me to teach in different ways. Hiller (2005) says that ‘using teaching and learning resources is linked with the plans. As a business teacher I must think about the content of a session, before I decide on which resources I will choose.

Opportunities that actively engage learners while teaching, I use the task of group work, this gets learners talking and generating ideas together. Toseland and Rivas (2008) say that group work is goal directed activity aimed at accomplishing tasks I always use the white board to assist me. Providing opportunities to develop ICT skills, as a business teacher I must develop both my own and my learner’s ICT skills which allows learners to develop skills to give them better opportunities for employment. I do this by using the internet to research information and email to communicate information. I also get my learners to research on the internet using their laptops and other mobile devices such iPads and mobiles. This also aids in developing their skills, reinforcing key facts and increasing understanding on various topics. Because of the introduction of ICT in teaching learning is more likely. (Kress, 2003; Lankshear & Snyder, 2000).

□ Learning resources, e.g. engage different learning styles, provide hands-on opportunities for use of specialist tools or equipmentreinforcing learningsupporting and motivating individual learningfostering independent learning through extended learning.

engage my learners’ different learning styles this is done by adapting resources to suit visual, auditory and kinaesthetic (VAK) learners. ‘Visual learners sense of sight, auditory learners sense of hearing and Kinaesthetic learners sense of touch.’ (Wilson, 2014, pp.161)using resources allows me to reinforce learning among my all my learners, such as i.e. creating deeper understanding. Resources support and motivate individual learning they assist in helping to simplifying learners’ different ideas. As a business teacher, I usegames such as simple Word Search for some learning sessions where some learners cover several written words with cards this helps with retention. Hillier (2005) quotes that ‘these sorts of games reinforce listening and reading skills and they are effective. I also use resources to extend learning among my learners, by allowing them to foster independent learning through extended learning. This can be done by, creating blogs or platforms on my organisations Virtual Learning Platform (VLE) to discuss topics from class which will assist their learning. My learners can log onto the VLE and continue with self-study.

The advance of technology has now made it easier for me as a business teacher to provide hands-on opportunities for use of specialist tools or equipment. For instance, I use and adapt resources for students with disabilities such as using very colourful slides or different colours and large font. I also use ‘Assisted Technologies which aid accessibility and enables learners to participate in learning. ‘Assisted Technologies range from wheelchairs and other mobility devices to computer accessibility software, screen readers and enlargements. According to Hayhoe S. (2014) many countries laws have a right to inclusion in education and technology is always being improved to involve inclusion. A great example is what’s app I ensure all class members are part of this technology as it is great with inclusion for all learners to share information all times.

1.2 Evaluate the effectiveness of specific resources from own specialist area in meeting individual learning needs

1. why is it important to meet the individual needs of the learners?

It is very important to meet the needs of all my learners of BTEC business to make sure that all learners achieve in their learning and gain desired results. As business a teacher it is my responsibility to plan out my sessions to suit learners needs and prepare them to become more effective learners in the future. To engage and develop their learning. Meeting their needs gives learners ownership and encourages them to be independent learners. According to the Warnock Report: The purpose of education for all learners is the same; the goals are the same. But the help that individual learners need in progressing towards them will be different. (DES 1978)

2. What can you use to review the effectiveness of specific resources? -; through learner feedback, standardisation meetings and comments from external sources such as examiners

There are ways to review the effectiveness of different resources that I use for teaching and learning in business. Such as, feedback from learnersfeedback from fellow colleagues and feedback from external assurersFeedback from learners can be in the form of questionnaires, worksheets, peer observation reports from a PowerPoint presentation or learner review sheets that I give out after each session for me to evaluate the lesson and adapt my resources accordingly. Another useful way of reviewing the effectiveness of my resources for teaching and learning is by attending my organisations standardisation meetings. This is where colleagues meet to ensure that our aims and objectives are the same. I use formative assessments both informal and formal to inform my choice used resources. Standardisation meetings this is used to prepare materials and resources for induction such as initial and diagnostic assessments, create lesson plans and schemes of work. Staff must continually work as a team. From this I Also receive Feedback comments from external examiners which this is a great resource source that enables me to review the different effectiveness of used materials.


Points to be considered (at least 5)

□ Effectiveness of specific resources, e.g. specific to knowledge content, addressing and developing required skillsmatched to abilities of learners, appropriate level of challenge, linked to desired learning outcomesactively involving learners, supporting individual learning and study, aid to demonstration, the value of ‘real thing’, simulation when ‘real thing’ is unavailable, extending learning, use of new technologies.

One if my main resources used was presentation slides to engage and enhance communication with my learners. Tasks set for learners enable them to present either individually or within a group addresses and develops required skills needed in the workplace, as well as developing their (ICT) skills alongside my own. In my practice I use resources correctly so that they match the abilities of my learners. For example, I ensure that my slides are not too busy with large amounts of texts, that the font is clear, and texts are well spaced out. I also use images that represent learners I teach and colourful graphics to appeal to visual learners and enhance interest. My slides dictate the pace of my sessions and depending on the topic, I use video via YouTube and interactive quizzes which appealed to the variety of learners learning styles (VAK) within the classroom. When I deliver my lessons, I ensure my slides are linked to desired learning outcomes to support my learners in identifying terminology suitable for its purpose and audience and so that they could read and understand a range of text being shown to them. also, when my learners did their own presentations this developed their speaking, listening, confidence and communication skills. Through actively involving learners and getting them to use the resources in the classroom helps with confidence, learners that are usually not confident enough to participate in discussions this helps learners. The use of new technologies presentation slides has enhancedteaching and learning in the classroom there are limitations and some benefits will take place. the limitations of using PowerPoint presentations are that it needs a projector or whiteboard to show each slide fully. PowerPoint presentations in education have a reputation for being less than engaging in this era of learner-centered teaching (Berk, R. A. 2012). But in the modern-day technology is vast and using PowerPoint is very beneficial to get the message across easier to all.

Word count: 750

Task 2 (LO2) Be able to develop and use inclusive resources in own specialist area

2.1 Analyse principles of resource design

2.2 Evaluate sources that inform resource development in own specialist area

2.3 Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area


Research and write a report on the following:

1. Principles of resource design

Points to be considered (at least 5):

□ Principles of resource design, e.g. meeting learning needs, VAK, positive contribution to consolidating learning, fit-for- purpose, links to preferred learning styles, addressing learning domains (Bloom), sufficient quality and quantity, current content, simple measure of gobbledygook, i.e. SMOG test readability, employing Swedish Execution Time Analysis tool, i.e. SWEET analysis, cost effective, health and safety or risk assessment requirements, user friendly.

2.1 Analyse principles of resource design


When I create resources for BTEC business the principles I ensure that my resources are fit-for-purpose and are well equipped for its designated function. For example, handouts for visually impaired learners or alternative communication strategies to help those who may have difficulty with language. I always try to link my resources to preferred learning styles this would be by watching material on YouTube or using PowerPoint presentations, Auditory, Kinaesthetic and Visual learning styles. To meet my learners needs I make sure that my resource content is current, relevant, coherent and appeals to the Visual, Auditory and Kinaesthetic (VAK) learning styles of my learners. By continually assessing my learners I get an idea of their learning styles. As a BTEC business teacher in designing my resources I ensure my material is both interesting and enjoyable, which will motivate my learners. I use the SMOG readability test to determine the readability of the text before I give materials to learners to use simple sentences for less-able learners and more complex sentences for more-able learners. The materials are standardised to meet the awarding body requirements. In my practice I adapt my resources to aid an inclusive learning environment. My resources are cost effective and in line with my organisations policies and procedures. Instead of buying games I will download materials from the internet and photocopy them.

2. Sources that inform resource development in own specialist area

Points to be considered (at least 3 from each paragraph):

□ Sources to inform development, e.g. exploring existing good practice with peers and colleagueslibrary or study centre provision, internet resources to inform specific subject or area, networking with subject specialists, individual learners.

Informal Sources

In my practice as a trainee BTEC business teacher, I regularly explore existing good practice with peers and colleagues in the staff room, during meetings and while observing them teach. This enables me to see good examples of resource design in action and helps me in developing my own resources around my subject area, that will inspire and engage learning activity as well as make good judgements for developing materials to assess my learners progress. Most of the time I use materials that have already been designed for my subject area, however I adapt them according to my learner’s needs. I also use the library or study centre provision as a resourceto develop and reinforce my learners basic study skills and techniques for research. This provides support for all individual learners at all levels in an inclusive user-friendly environment.

□ Formal sources, e.g. advice and guidance from awarding organisationsubject journalsonline reviews, vocational sector skills bodies, industry, professional bodies, commercial providers.

Formal Sources

In my practice as a business teacher when designing resources, I also look at more formal sources such as communicating with the awarding organisation or various professional bodies. Pearson is the awarding organisation for BTEC business, so I ensure that the resources I use abide by their policies and codes of conduct. I do this by confirming with them that I am using the correct assessment material and the resources that I adapt are standardised and within their guidelines to ensure my learners receive the appropriate qualification. Referring to subject Journals and various books enable me to research into resource design in terms of understanding the ways in which I can develop my resources. A next formal way I use, to develop my resources is by reviewing the effectiveness of some resources on online reviews. I do this by looking on the Excellent Gateway via their forums and blogging sites. I also attend best practice seminars, exhibitions and various networking opportunities.

3. Theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area (link your answer to criteria 4.1 and 4.2 of your unit 3).

Points to be considered (at least 5):

□ Theories, principles and models, e.g. Neuro Linguistic Programming i.e. NLP to engage different aspects of learning (Bandler & Grinder), addressing learning domains (Bloom, Romiszowski), reinforcing experiential learning cycle (Kolb), building knowledge and skills (Dale), addressing different levels of need (Maslow), development of flexible/blended resources for extended learning opportunitiesvirtual learning environment, i.e. VLE.

In my practice the theories, principles and models of inclusive curriculum design that I use to inform my resource development are Piaget cognitive theory. Piaget is one of the most influential cognitive theorists his ideas are at the heart of most cognitive theories. His belief that people construct knowledge is at the heart of why I use his theory. He argued that there are four stages of development and at the ‘formal operational stage’ a person can now manipulate calculation and think creatively. Therefore, I develop my resources in a way in which my learners can use them as they are or change them to suit their own needs. For example, I give out handouts with spaces on them for learners to write notes and I allow learners to use the whiteboard as a resource for presentations or to manipulate data when embedding the core offer of numeracy into my lessons.

Benjamin Bloom introduced a classification of learning called a Taxonomy. Which he associated with three skills or domains. The theory is based on a six-level structure directly to the capabilities of learners. I use Benjamin Bloom’s pyramid or spiral learning theory to develop resources that are at the appropriate level of my learners. For example, I use questioning techniques as a resource to identify the knowledge or reasoning ability of my learners.

Bloom’s model provides a structure that helps me to teach a group of learners who have various needs and abilities, supporting a differentiated curriculum. All learners can participate in the same topic area during a lesson. The structure allows me to cover a variety of students’ needs by applying the appropriate questions and activities for my learners so that they may equally participate in the lesson.

I use Abraham Maslow’s hierarchy of needs theory to identify my learners needs when planning for resources. After identifying the needs of my learners through initial and diagnostic assessment I will then adapt my resources to the needs of my learners. I first ensure that my learners are settled in the class by ensuring the environment they are working in is conducive with the correct lighting and ventilation and that refreshment and toilet breaks are timely. I ensure that I design practical resources that will get learners working together to address different levels of needs. If basic needs of my learners are not met, then Maslow’s theory proposes that none of their needs higher up in the hierarchy can be met.

As part of my curriculum resource design for teaching BTEC, I develop flexible/blended resources for extended learning opportunities. I uploaded resources on my organisations Virtual Learning Environment (VLE) so that my learners are able to access information, join chatrooms on topics discussed while in class and will be able to download extended learning resources. As a teacher I am continually faced with learners who all have their own individual learning preferences, who come from different back­grounds, and who have different priorities and reasons for learning BTEC. Therefore, appropriateness of tasks for me can represent a significant challenge in these circumstances. For example, if a level in a task is too easy some learners are unlikely to improve and if the task is too hard, some learners may simply give up. Similarly, tasks that do not address a student’s interests or learning style may fail to motivate the learner which is why it is essential that I design resources appropriately and for the correct level of study for my learners. The use of blended resources for extended learning opportunities enables my learners to stay in touch with me via email and have access to fast feedback from me. For example, I upload resources on the VLE such as handouts given out in class to remind learners what they have learned and why it is important so that they have it as a record for learning, test questions for upcoming exams to test their knowledge before the exam and past papers to test knowledge.

The virtual learning environment (VLE) is an extension of the classroom lessons and contains many resources to help learners. It is particularly useful for business teaching because I can upload past exam papers, quizzes and tests for learners to use, revise and practice for upcoming exams and tests. Some tests can be marked electronically, and I can see the results straight away. I can use the tracking system to track both individual and group progress. My learners can also share their work, especially if they are working together on a literacy project or group presentation online. The VLE allows learners access by logging in to the system. It allows them to do their homework or complete activities from home.

I also used David Kolb’s experiential learning cycle to create curriculum resources for my learners as it helps me to gain further insight into their learning styles. Kolb (1984) people learn from their experiences. He explains a model of experiential learning form of a circle, (see diagram below) displaying how individuals may experience a situation. There is no exact point to get on the circle because Hillier (2005) describes ‘people are thinking and experiencing all the time and test out ideas without really articulating them’. I’ve realised that some learners like to jump in and test out things straight away whereas other learners are more, shy until they know exactly what is expected of them. Kolb also described four types of learner preference linked to feeling and thinking in one direction to doing and watching in the other. (Hillier, 2005) ‘People have different levels of experience and knowledge and attend a programme or course with different learning preferences’ (Hillier, 2005). However, as a teacher, it is my job to know at which stage my group of learners are, if they are going to reflect on their learning experiences, are they going to understand or acquire knowledge, are they going to act on what they have learnt also based on that I develop my resources reinforcing the experiential learning cycle. (Kolb. D, 1984) ‘The theory is that by following the cycle round, meaningful learning will therfore take place’. (Bates, 2016, pp.123)


As I mentioned above and in my unit three the principles I used to develop my resources as a teacher, I ensure my resources are appropriate for the correct level and fit for purpose, so that they meet the aim of the course. I meet the awarding body requirements by making sure my resources are standardised and adhere to equality and diversity standards. I must always ensure that my resources are relevant and coherent, and information is adapted or taken from trusted and authorised sources, that they are both challenging and enjoyable to stretch learners in a motivating and safe environment. My curriculum resources should motivate my learners by giving them variety. For instance, the more varied and blended the resources are the more my learners will gain and have better chances of studying within their preferred learning styles. My curriculum resources should meet the needs of learners to be inclusive, as it is my responsibility to help all learners achieve.

Word count: 850

Task 3 (AC2.4) Analyse ways in which resources can be adapted to enable an inclusive approach in own specialist area

Give 4 examples of why and when you had to adapt resources to enable an inclusive approach in own specialist area.

Use the following points to be considered:

□ Adapting resources, e.g. paper-based, e.g. adapt language to purposeSMOG test for readability level, change of paper colour, alter font type and size, use of images and white space, providing alternatives at different levels; others, e.g. allowing learners to adapt own resources, appropriate use of PowerPoint, change environment and workplace resources, modify tools or equipment; technology e.g. software, hardware, online web based, VLE.

In BTEC, the teaching resources can be adapted to enable a very inclusive approach. Resources can be adapted to address the needs of learners from different backgrounds such as learning styles, and abilities and contribute to a conducive inclusive environment in which learners feel worth value.



In my teaching practice, when I create materials such as worksheets and writing prompt I make sure that I am up-to-date with current research and literature relating to resource design. I then go on to do a SMOG test for readability to ensure my materials are at the right standard level and corresponding reading ages. I had a group of learners who had quite low literacy skills, so I adapted my resources by making the languageon my handouts simple to read. So that my learners could achieve. When I put learners into mixed ability groups I allow learners to adapt their own resources for their own individual needs so that they can all engage in the learning process. Such as appropriately using PowerPoint presentations for paired or group work activities. Learners can also adapt resources according to their preferred learning styles which can be Visual, Auditory, Reading or Kinaesthetic (VARK) and senses. According to Kolb’s learning style inventory who may use taped recordings to transcribe a lecture. (Bates, 2016, pp.122)


‘Access technology has great potential for supporting learners with visual impairment across different ages and abilities. Assistive technology, such as audio-visual devices or software, this allows students to work at their own pace and, with the right training, often Alone’. (SEN Magazine) Using the correct resources will aid academic progress, but also their self-confidence in learning and wider life. As a teacher I ensured that I adapt my handouts by changing the paper colour from white to pink and altering the font type, colour and size to Arial with black print and enlarging the font size to 14 or 18. This was to support my visually impaired learners where the preferred choice of colour was pink by encouraging independent learning. I ensured that I practiced inclusivity in the classroom by modifying tools or equipment for my visually impaired learners by making sure that the learner is first competent in moving around the classroom, I look at health and safety, by ensuring the lighting is right and the leaner is seated correctly.


‘Equality and diversity, or multiculturalism, is the promoting and accepting the differences between people. More specifically, equality is about ensuring individuals are treated fairly and equally’. (Petty, L, 2014) I ensure my power point slides, for use in different delivery contexts and environments. Such as using images of people from different diverse backgrounds to reflect the diversity of my learners, this is to help promote ‘equality’ and ‘diversity’. For example, I taught a group of health and social care learners business management skills. Most of my groups were from Christian backgrounds and one learner had a partial visual impairment. I ensured I altered the images on my slides, to include a range of ethnic minority people, from many different cultural and socioeconomic backgrounds, also with disabilities, this was so that learners could identify with what they see and find a connection. I must find the appropriate use of PowerPoint when using images and white space, on my slides.


In my practice, working with different organisations is also a resource that I use. A resource can come in different forms of a referral or signposting. As a teacher sometimes, I need to provide alternatives at different levels. I had a student who was a single parent and confided in me one to one when she was finding it hard to get to classes. She needed financial assistance, so I referred her to the funding department in my organisation. I also use online web-based resources or my organisations Virtual Learning Environment (VLE) platformto research and find out information for learners if I don’t know the answer myself. When I cannot help a learner straight away. I adapt by using external resources, The VLE is a platform where colleagues work together and incorporate and share resources online for easy access to both learners and staff. Before I use any of the resources uploaded, ensure I follow and abide by any copyright or data protection laws and look at the strengths and limitation off all resources. Both paper based, and online web based.

Task 4 (AC2.5, 2.6)

Design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area

Employ resources to engage and meet the individual needs of learners in own specialist area

Design and use resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area.

You will to be observed using resources to meet the needs of your learners.

Please design at least 2 from each of the paragraph:

□ Specialist resources, e.g. handoutscase studies, notes, textbooks, artefacts, models, equipment, exemplar materials, adaptation commercial packages for specific use, tools or equipment for specific purpose, user guides to involve use of computers or equipment.

□ New and emerging technologies, e.g. videos or DVD, resource packs of internet materials, virtual learning environment (VLE) materials, active board materials, e-learning study centre resources.

Please add a SOW, lesson plan and assessor’s observation.

LO3 Understand how to organise and enable access to resources

Task 5 (3.1) Explain ways in which resources can be classified and stored

Identify various computer file types and the selection of most appropriate, such as PDFs, MP3/4.

Review the two common platforms for the access, uploading and redeveloping of learning materials

Points to be considered when (all):

□ Classification, e.g. clear and logical classification system for retrievalsystematic filing and management of resourcesmaintaining current and archive documents, produce and maintain appropriate catalogues.

□ Storage, e.g. suitable storage system for materials, secure environment for tools and equipment, suitable protection and storage of tapes and discs including computer floppy discs or USB devices, limited access for security, booking or issuing system to minimise losses.

“Data classification is the process of sorting and categorising data into a variety of types, forms or any other distinct class. Data classification allows the separation and classification of data according to data set requirements for various business or personal objectives. Its use is mainly a data management process.” (Techopedia, 2016)

As a teacher, it is important for me to manage data and resources in a clear and logical classification system for retrieval making it easier for others to retrieve the resources and information stored. The systematic filing and management of resources can be in the form of alphabetical like library or folders on my computer. I ensure to file my documents and resources in folders on my computer named by the course units and it is also further broken down into weekly segments. I use file dividers for my paper- based filing to show each week of the module being taught. I file each week’s lesson plan and I ensure that I file the original resource for that lesson. For instance, power points, handouts or a word search.

As a business teacher I use Microsoft office software packages on a regular basis, this contains excel to create a database for maintaining current and archived documents and I produce and maintain appropriate catalogues which incorporate folders for each subject, it separates folders for each module and further folders for each group. (Cockman, 2015)

Also, I have a suitable storage system for materials and a secure environment for tools and equipment. For example, I sometimes use games such as scrabble or monopoly as some of my resources in the classroom depending on the age range of my learners, I use this tactic for ice breakers or individual and paired work. I find that these resources work best with adult learners as my younger learners prefer web-based games and class room activities. I must store the games in a safe and secure place such as my lockers in the staff room, a cabinet or hidden store cupboard. Suitable protection and storage of tapes and discs including computer floppy discs this can be very complex to store as storage is not always readily available depending on the space available within an organisation, also there may be limited access for security, to protect materials.So often I use my USB device to store information and resources from my online documents and from downloadable websites like The Skills Workshop and the Excellent Gateway.

My institutions library has a booking or issuing system to minimise losses. So, a learner must pay a refundable deposit that they must be refunded back to them, at the end of the course all books, journals and resources have been returned.

Identify various computer file types and the selection of most appropriate, such as PDFs, MP3 or MP4.

In my practice, I shall select, use and manage the most appropriate computer file types to support me when it comes to delivering learning resources and materials on an online learning platform, the Advantages of an online learning platform such as the VLE, it is being hosted locally or remotely. There are a variety file types to use. Different file formats exist such as, JPEG, GIF and TIFF formats. PDF’s, MP3 and MP4 allow a user to format documents, and use audio and images. In my practice as a business teacher I use the following formats to design all resources.


PDFs Portable Document Format

The pdf file extension is mainly used for Adobe Portable document format, referred to as PDF. All programs that create some sort of documents or projects offer the chance to export their format to PDF format.

PDF files are most widely used to encode the exact look of a document in a device independently. (Fagan, M. 2009)


MP3 or MP4

MP3 is a standard technology and a format for compressing a sound sequence into a very small file. This is one of the most popular music file types. MP4 is a media container format used to store media of many possible types on a computer.’ (Fagan, M. 2009) as video and audio, subtitles and still images.


(JPEG) The Joint Photographic Group is one of the most common file format now in use for storing digital images, especially on the web. It is ideal for images that use more than 200 colours, such as digital photographs. JPEG files can be saved at various quality settings which are measured as a percentage of the original quality (GCSE Bitesize)


(TIFF) Tagged Image File Format ‘can be compressed to reduce the file size like a JPEG. It is remaining a high-quality degree of image detail. It also can be saved without compression and can also retain 100% of the original image taken.’ (GCSE Bitesize)


(GIF) Graphics Interchange Format is used on the web and can be used for large images with blocks of a single colour. It is also possible to alter the background colour of GIF to be transparent unlike the JPEG.’ (GCSE Bitesize)

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As a business teacher I incorporate these types of files when designing my resources. I always convert some of my files to TIFF and JPEG format to compress files so that large amounts of information are sent to my learners at the same time. sometimes, ‘JPEG is the best format for photographic images on the web as it’s compression ability is very excellent’. (GCSE Bitesize)

Task 6 (3.2) Review ways of sharing resources with other learning professionals

List and review 4 ways of sharing resources with other professionals such as network shared areas, on-line file sharing, VLEs, social networking and published journals

□ Sharing resources, e.g. identifying common resourcescreation and use of central resource bankmaking catalogues of resources available to usersintranet for common-user storageaccess to VLE (e.g. Moodle), networking with interested parties, system for trading resources, inter- organisation loans, dissemination of good practice, offering training opportunities.

In my practice as a business teacherI share resources with other professionals. I share on my: Virtual Learning Environment (VLE) to identify common resources such as journals. It is Intranet System for common user storage and it can also be used as creation and use of a central resource bank to share with other staff. It enables users both teachers and learners to share ideas online. These resources include materials designed by teachers for this could be presentations and handouts. It also enables teachers to find resources to disseminate good practice. In institution, I use access to the VLE (Moodle platform) to manage and create forums which enables my learners to interact with each other outside of classroom. The platforms are structures into topics where they can discuss and share questions and ideas, intern making a catalogue of resources available to users.



Online File Sharing

Forms of online file sharing can be access to YouTube, Dropbox, One, Emails and Stream files. For example, I use emails often to share information and resource materials. sometimes I get stuck on designing a resource which a colleague may have already done. This is very helpful as it provides me with a facility to give immediate feedback.



Social Networking

Social networking sites such as Facebook, Twitter YouTube have expanded rapidly this also provides a platform for networking with interested parties. These sites are used to upload pictures and videos there are various educational films, and videos that are shared over this platform. Teachers can share and comment on educational videos online social networking platforms. I have many video clips directly from YouTube straight into my presentation. Depending on the subject being discussed in class.

Published Journals

The British Library allows for Inter-organisation loans that teachers can access for help with research as well as for materials for teaching and learning. A wide range of business books and journals available to both commercial and non-commercial organisations around the world.

There are many organisations that offer professional development training opportunities for business teachers skills or basic skills such as “Massive open online course’s” Pearson, Open University and TES. MOOC’s are a relatively new concept and are usually free to all participants. (Davis, Matt, 2016).

Resources for teachers by teachers. TES also have a new concept which is called ‘blend space’ this offers all teachers the opportunity to plan, adapt and organise lessons in one place. (



Task 7 (LO4) Understand legal requirements and responsibilities relating to the development and use of resources

4.1 Review legal requirements and responsibilities relating to the development and use of resources

Points to be considered (at least 5):

□ Legal requirements and responsibilities, e.g. copyright legislation, plagiarism, data protection, photocopying restrictions, personal liability issues, storage of materials in line with licensing agreements, sponsorship restrictions, awareness of specific regulations relation to internet materials and accesshealth and safety requirementsrisk assessment, training for use of equipment.


Copyright Legislation

The intellectual property office explains copyright as ‘protecting literary, dramatic, and artistic works as well as films, sound recordings, books, and broadcasts’. ( if I use someone else’s work that is copyrighted i would need to get that person’s permission.

Wilson (2014) mentions that “Copyright laws apply to how internet is used and transmitted.” (2014, pp.174) A copyright infringement is against the law. In my institution as a business teacher I must be careful about how I use resources and ensure that I follow the law always.

My educational establishment has an educational copying licence which allows me as a teacher to photocopy extracts from books for discussion in the classroom. I am also up-to-date with my organisations contractual obligations in relation to the materials or the resources produced under copyright law.


The University of Oxford plagiarism is ‘presenting someone else’s work or ideas as your own, with or without their consent. Under the regulations for examinations, intentional or reckless plagiarism is a disciplinary offence.’ (University of Oxford)

In my organisation to use another person’s ideas or work and pretend it is your own without referencing that work it is a breach. It is also a type of fraud. As a teacher I must be very careful and ensure that I acknowledge all sources of information used in my teaching.

Photocopying Restrictions

In the UK it is called the Copyright, Designs and Patents Act 1988 and restrictions on copying is imposed under this law. Many schools, colleges and universities copy media which is protected under the copyright law. (

In my organisation to keep in check with the laws on photocopying and the restrictions, my educational establishment will need to ensure that all staffs are covered by licences held with the Copyright Licensing Agency (CLA, the Educational Recording Agency (ERA).

Awareness of specific regulations in relation to internet materials and access

As a business teacher I am aware of the regulations covering internet materials and access such as ‘safety policies’ and the ‘prevent duty’. Under the Service Children’s Education E-Safety Policy 2011, it stays that ‘new technologies have become integral to the lives of children and young people today, both within schools and colleges and in their lives outside of the classroom.’ (, 2011) in my practice I always make show materials shown are appropriate.

Health and Safety Requirements

‘Health and Safety in a , college, school or university is about having a sensible approach to make sure that the premises provide a healthy and safe place or all who use them, including the staff workforce, visitors and learners’. ( As a business teacher I have the responsibility for the safety for all my learners and myself. The usual rules apply when it comes to using resources in the classroom. I intend that I have done a risk assessment before my lessonand ensure that there is safe movement around the room also space free from projector, laptop or whiteboard wires that could be very hazardous I cover. however where ‘specialist equipment and/or substances are in use, a risk assessment and management appropriate to the activities should be in place. (

4.2 Analyse the implications of intellectual property rights and copyright for the development and use of resources

Points to be considered (all):

□ Intellectual property rights and copyright, e.g. awareness of organisation and contractual obligations in relation to materials or resources produced during contracted hours, personal intellectual property rights for resources generated outside of contracted hoursrestrictions on copyingacknowledgement of authorship in referencing where possible and appropriate

“Intellectual property (IP) To creative work which can be treated as an asset or physical property. Falls into 4 main groups; such as trademarks, copyrights, design rights and patents”. (Copyright Service)


“Copyright refers to work that has been recorded in some way where rights exist, it gives the author specific rights in relation to their work.” (Copyright Service)

In my practice as a business teacher Awareness of organisation and contractual obligations in relation to materials or resources produced during contracted hours. An Example can be a college owns the copyright for the original work a teacher develops. Resources that are within my organisation such as inventions, writings and recordings are always protected by intellectual property rights), under my contractual obligations these resources are owned, protected and are used by my organisation. The rule is it ‘confers unrestricted copyright on my employers. (Lloyd, 2014, p.313)

As a business teacher resources that I create and develop outside of my contracted hours such as, schemes of work, lesson plans are covered under personal intellectual property rights they are unique to me the teacher. Teachers always worked outside of contracted hours preparing resources even using their own equipment and time.

Whatever the type of institution the Copyright Licensing Agency (CLA) allows me to have a licence which makes it easier for institutions to access, copy and use content without having the risk of infringing copyright. (CLA, 2016).

Within an institution, teachers can photocopy, scan and digitally reproduce information for their learners which extends to include the re-use of cuttings from, magazines and newspapers (Wilson, 2014). restrictions on copying which limit the amount of a work that can be copied. There is a limit no more than 5% of a chosen work can be copied. The law that governs copyright in the UK is called the ‘Copyright, Designs and Patents Act 1988’ and restrictions on copying which is highly imposed under this law.

Wilson 2014 mentions that ‘Plagiarism is lack of accurate referencing of published information’. therefore, acknowledgement of authorship in referencing where possible and appropriate is vital.

The Educational establishments such as universities and colleges have no tolerance for plagiarism regarding both learners and teachers. In my practice I make sure that I reference all my sources and acknowledge the rightful owners.

Task 8 (LO5) Be able to evaluate own practice in relation to development and use of resources in own specialist area

5.1 Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area

5.2 Identify own strengths and areas for improvement in relation to development and use of resources

5.3 Plan opportunities to improve own skills in development and use of resources

In your self evaluation, please add at least 5 from each paragraph:

□ 5.1 – Effectiveness of resources, e.g. SWEET analysis, fit for purpose, appropriate to subject and learners, suitable level, good visual impact, legibility of printed materials, recognising limitations, adaptable to need, actively engaging learners, providing for flexible and extended learning opportunities, use of new and emerging technologies, encouraging independent learning, cost effective, appropriate use of time and materials.

□ 5.2 Strengths, e.g. confidence in using range and variety of resources, awareness of impact, opportunities for differentiation of resource design, practical skills needed to adapt design and use resources to address a range of learners’ needs, embedding opportunities for use of ICT.

□ 5.2 Areas for improvement, e.g. skills audit, subject up-dating, alternative approaches, exploring and developing new technologies, developing blended learning to allow for flexible or distance learning, identifying range of specific learning needs to address diversity.

□ 5.3 Opportunities to improve own skills, e.g. action planning as result of observations and evaluation of practice, review resources available, development of intranet and virtual learning environment, i.e. VLE materials, internet research, awarding organisation events, updating in industrial or vocational area, participate in good practice groups, work shadowing, observation of more experienced colleague in same area, observing practice in developing resources in different contexts, working alongside a specialist, negotiating with learners, retraining.



1. Wilson, L (2014) Practical Teaching: A guide to teaching in the education and training sector, Cengage Learning EMEA

2. Machin, M et al (2014) A complete Guide to the Level 5 Diploma in Education and Training, Northwich, Critical Publishing Ltd

3. Bates, B (2016) Learning Theories Simplified: And how to apply them to teaching, Sage

4. Hillier Y (2005) ‘Reflective Teaching in Further and Adult Education’, 2nd Edition, London, Continuum


5. Kolb, D (1984) cited on , Accessed 22st May 2018

6. Petty, L (2014) Promoting equality and diversity in the classroom – Tips and resources for teachers: ‘What is equality and diversity’, cited on Accessed 21st May 2018

7. SEN Magazine, 2016 ‘Supporting the visually impaired learner’ cited on Accessed 21st May 2018

8. techopedia, (2016) Data Classification Definition cited on , Accessed 11th May 2018

9. Cockman, J. (2015) ‘How can resources be classified, stored and shared with colleagues’ cited on , Accessed 21st May 2018

10. GCSE Bitesize (2014) ‘Selecting and Capturing Images’ cited on , Accessed 1st May 2018

11. Fagan, M. (2009) ‘What is the difference between MP3 &MP4? Technology Explained’ cited on , Accessed 1st May 2018

12. Davis, Matt (2016) ‘Summer Professional Development with MOOCs’ cited on , Accessed 27th May 2018

13. (2018) cited on , Accessed 22nd May 2018

14. University of Oxford (2016) cited on , Accessed 21st May 2018

15. (2018), Intellectual Property Office (2014) ‘Exceptions to Copyright: Education and Teaching’ cited on , Accessed 21st May 2018

16. (2016) ‘Health and safety checklist for classrooms’ cited on , Accessed 21st May 2018

17. (2011) ‘Service Children’s Education E-Safety Policy’ cited on , Accessed 21st May 2018

18. DfE, July (2016) ‘Keeping Children Safe in Education’ cited on , Accessed11th May 2018192. Copyright Service (2000-2017) ‘Summary of Intellectual Property Rights’ cited on , Accessed 12th May 2018

19. NEN-The Education Network (2011-2012) Copy Rights and Wrongs, Know the Sore: The Teacher, The Workforce, the School and Copyright cited on , Accessed 21st May 2018

20. CLA (2018) ‘What can be Copied’, cited on , Accessed 21st May 2018

21. Excellence Gateway (2012) ‘Integrating employability into literacy, teaching and learning’ cited on[Level%201]=Level%201 , Accessed 3rd May 2018


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