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Version 1: December 2013
HABC Level 4 Certificate in
Education and Training (QCF)
Assessment Pack
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2
Contents Introduction
3
Learner Details
5
Centre Details
5
Achievement Summary Sheet
6
Declaration
8
Specimen Signature Sheet 9
Section 1: Understanding roles, responsibilities and relationships in education
and training
Section 2: Analyse this…
Section 3: Practical assessment templates
Section 4: Assessed observation guidance
Section 5: Evidence tracking document
10
22
36
49
55
3
Introduction
Welcome to the HABC Level 4 Certificate in Education and Training (QCF) Assessment Pack. This
assessment pack provides knowledge-based tasks and practical assessment templates to cover all of
the Learning Outcomes and Assessment Criteria included in the mandatory units of the Level 4
Certificate in Education and Training.
These mandatory units are detailed below:
Mandatory Group A
Learners must achieve 21 credits from this group.
Unit
Number
Unit
reference Unit Title Level Credit
1 (H/505/0053)
Understanding roles, responsibilities and
relationships in education and training 3 3
2 (A/505/1189)
Planning to meet the needs of learners in
education and training 4 3
3 (M/505/0122) Delivering education and training 4 6
4 (F/505/0125) Assessing learners in education and training 4 6
5 (L/505/0127) Using resources for education and training 4 3
The assessment pack has been divided into 5 key sections. These are:
1. My roles, responsibilities and relationships in education and training
This section includes a series of knowledge-based tasks which require learners to show
coverage of the assessment criteria in the first mandatory unit.
2. Analyse this…
This section includes a series of knowledge-based tasks. Learners can complete these tasks
to show coverage of the knowledge-based assessment criteria included in mandatory units
2-5.
3. Practical template documents
This section provides learners with multiple templates which can assist learners to show
coverage of some of the practical assessment criteria. These templates include a scheme of
work, observation records and session plans.
4. Assessed observation guidance
This section provides assessors and learners with assessed observation criteria and
guidance.
5. Evidence Tracking document
This section provides an evidence tracking document which tutors/assessors and learners
can use when helping the learner to compile their portfolio, as it is useful as a checklist to
ensure all assessment criteria has been met.
4
It is important to note that when completing this assessment pack, learners should include as much
supporting evidence as necessary and should be encouraged to provide detailed written responses
(which may exceed the text box or template space provided). It is then the responsibility of the
tutor/assessor to ensure that all the evidence that is produced by learners, provides full coverage of
each assessment criteria.
5
Learner Details
Learner Name:
Learner Address:
Telephone Number:
Centre Details
Centre Name: Centre Number:
Venue Address:
Telephone Number:
Tutor Name:
Assessor Name:
Internal Quality Assurance Name:
*External Quality Assurance Name: HABC Use Only
*Sample Date: HABC Use Only *Outcome: HABC Use Only
* please do not complete these sections which are for HABC external quality assurance use only
6
Achievement Summary Sheet
In order to achieve the HABC Level 4 Certificate in Education and Training (QCF) learners must
achieve a minimum of 36 credits overall.
Mandatory Group A Learners must achieve 21 credits must be achieved from this group.
Tick
box Unit Title Assessment tasks
Date of
completion
���� Understanding roles, responsibilities and
relationships in education and training 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.
���� Planning to meet the needs of learners in
education and training
12, 13, 14, 22, Initial diagnostic
assessment, ILP, SOW, Session
plan, Observation record,
Learner evaluation and
feedback, Self-evaluation.
���� Delivering education and training 18, 19, 20, observation record,
Self-evaluation.
���� Assessing learners in education and training 15, 16, 21, 23, SOW,
Observation record, Self-
evaluation.
���� Using resources for education and training 17, 24, Observation record,
Self-evaluation.
Optional Group B
Learners must achieve a minimum of 15 credits must be achieved from this group.
Tick
box Unit Title
Date of
completion
Action learning to support development of subject specific pedagogy
Action research
Assess occupational competence in the work environment
(Learning and Development unit)
Assess vocational skills, knowledge and understanding
(Learning and Development unit)
Assessment and support for the recognition of prior learning through the
accreditation of learning outcomes
Delivering employability skills
Develop and prepare resources for learning and development
(Learning and Development unit)
Develop learning and development programmes
(Learning and development unit)
Developing, using and organising resources within a specialist area
7
Effective partnership working in the learning and teaching context
Engage learners in the learning and development process
(Learning and development unit)
Engage with employers to develop and support learning provision
(Learning and Development unit)
Engage with employers to facilitate workforce development
(Learning and Development unit)
Equality and diversity
Evaluating learning programmes
Identify individual learning and development needs
(Learning and development unit)
Identify the learning needs of organisations
(Learning and Development unit)
Inclusive practice
Internally assure the quality of assessment
(Learning and Development unit)
Manage learning and development in groups
(Learning and Development unit)
Preparing for the coaching role
Preparing for the mentoring role
Preparing for the personal tutoring role
Principles and practice of lipreading teaching
Specialist delivery techniques and activities
Teaching in a specialist area
Understanding and managing behaviours in a learning environment
Understanding and managing behaviours in a learning environment
Understanding the principles and practices of externally assuring the quality
of assessment
(Learning and Development unit)
Understanding the principles and practices of internally assuring the quality
of assessment
(Learning and Development unit)
Working with the 14-19 age range in the learning environment
8
Units from the Award in English for Literacy and Language Teaching
Analysing English language for literacy and language teaching
Reading skills for literacy and language teaching
Speaking and listening skills for literacy and language teaching
Writing skills for literacy and language teaching
Units from the Award in Mathematics for Numeracy Teaching
Using mathematics: academic subjects
Using mathematics: personal and public life
Using mathematics: professional and vocational contexts
Declaration I confirm that the evidence provided by the Learner has been produced and authenticated in
accordance with the assessment specification for this qualification and that the assessment was
carried out under the specific conditions for the qualification.
Assessor Signature
Date:
IQA Signature
Date:
EQS Signature
Date:
9
Specimen Signature Sheet
One copy of this must appear with the portfolio and a separate copy must be retained by the assessor
Learner Assessor
Date Location
Name Designation e.g.
Assessor, EQS
Specimen Signature Specimen
Initials
Contact
Number
10
Section 1: Understanding roles, responsibilities
and relationships in education and training
Guidance:
This section provides coverage of the first mandatory unit which requires learners to display
their knowledge and understanding of roles, responsibilities and relationships within
education and training. It is advised that learners complete this unit first, as this will allow
learners to develop important underpinning knowledge, which will prove useful when
completing the additional mandatory and optional units.
This section provides learners with a series of tasks which will test the learners’ knowledge
and understanding of all of the Assessment Criteria included within this unit.
11
Learning Outcome 1: Understand the teaching role and responsibilities in education and
training
Task 1
Unit 1 (U1) Assessment Criteria 1.1 (AC 1.1) - Complete the following table and question to
identify your roles and responsibilities as a teacher. (Please attach additional pages and/or
evidence as required.)
Tick the box of those responsibilities that relate to your role:
Tick
Teach/train learners – large groups
Teach/train learners – small groups
Mark assignments and give feedback
Work with learners on a 1:1 basis
Register the learner with the awarding body
Assess the learner’s work product
Observe the learner in situ
Mark their work against national standards
Make regular appointments to support the learner to achievement
Give positive feedback
Submit assessed work for formative/summative internal quality assurance
and standardisation
Carry out internal quality assurance
Attend training meetings to gain feedback
Be a positive role model for your learners
Task 2
U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the
teaching role and responsibilities in education and training. (Please attach any additional
sheets and supporting evidence.)
12
Task 3
U1 AC 1.2 - Carry out research into current examples of legislation, codes of practice and
regulatory requirements that have an impact on the education sector and the learners that
you teach. You could also discuss these examples of legislation, regulatory requirements and
codes of practice with your tutor/assessor and current employer if you currently work
within an educational setting.
Useful research websites include:
• Department of Education;
• Ofsted;
• Education and Training Foundation; and
• HSE.
U1 AC 1.2 - Summarise key aspects of legislation, regulatory requirements and codes of
practice relating to own role and responsibilities. (Please attach any additional sheets and
evidence of research.)
13
Task 4
U1 AC 1.3 - Provide a definition for the following key terms:
Key term Definition
Equality
Diversity
U1 AC 1.3 - How can you promote equality and diversity to your learners? (Please attach any
additional sheets and supporting evidence.)
14
Task 5
U1 AC 1.4 - Complete the sentences in the box below to develop full paragraphs. (Please
attach any additional sheets and supporting evidence.)
Individual learning needs can include… It is important to identify and meet these
needs because...
15
Learning Outcome 2: Understand ways to maintain a safe and supportive learning
environment.
Task 6
U1 AC 2.1 - Explain ways to maintain a safe and supportive learning environment. (Please
attach any additional sheets and supporting evidence.)
Safe learning environment Supportive learning environment
A safe environment
A supportive environment
A positive and productve learning
environment
16
Task 7 (continued on next page)
U1 AC 2.2 - What is acceptable behaviour?
From learners From yourself
These should be the core standards you expect each time you meet with your learner(s).
17
What is unacceptable behaviour?
From learners From yourself
18
Task 8
U1 AC 2.2 - Why is it important to promote acceptable behaviour and respect for others?
(Please attach any additional sheets and supporting evidence.)
19
Learning Outcome 3: Understand the relationships between teachers and other
professionals in education and training.
Task 9
U1 AC 3.1 - Explain the relationship that exists between the teaching role and other
professionals, as listed below, then think of other professionals that you come into contact
with and explain the relationships. (Please attach any additional sheets and supporting
evidence.)
Professional Relationship
Your line manager
Your senior manager
Your colleagues
Your internal quality
assurer
Your external quality
assurer
Ofsted inspectors
Employers
Social workers
Learning assistants
20
Task 10
U1 AC 3.2 - Explain the boundaries that could exist between the teaching role and other
professionals, as listed in 3.1, then think of other professionals that you may have listed
above and explain those boundaries too. (Please attach any additional sheets and
supporting evidence.)
Professional Perceived Boundaries
Your line manager
Your senior manager
Your colleagues
Your internal quality
assurer
The external quality
assurer
Ofsted inspectors
Employers
Social workers
Learning assistants
21
Task 11
U1 AC 3.3 - As identified earlier, learners can display individual needs that have to be met by
their teacher. However, some of these needs can be met by other professionals and points
of referral.
Complete the table below to identify a specific learner need and how another professional
or point of referral can help to meet this need.
Individual learner
need
Professional/ Point of
referral
Support offered
22
Section 2: Analyse this…
Guidance:
This section includes a series of tasks that are focused on assessing the learners’
understanding of some of the knowledge-based assessment criteria included in mandatory
units 2-5.
These tasks will test the learners understanding of the following elements which are
important to the teaching professional:
• Planning;
• Assessment;
• Resources;
• Technologies and Communication; and
• Minimum core elements (coverage of Numeracy, Literacy and ICT).
23
Planning
Task 12
U2 AC 1.1 - Analyse the role and use of initial and diagnostic assessment in agreeing
individual learning goals. (Please attach any additional sheets and supporting evidence such
as diagnostic assessments and individual learning plans that you have completed with your
learners.)
24
Task 13
U2 AC 2.3 - Explain how your own planning meets the individual needs of learners. (Please
attach any additional sheets and supporting evidence such as schemes of work, session
plans and/or differentiated learning resources.)
25
Task 14
U2 AC 2.4 - Explain ways in which teaching and learning plans can be adapted to meet the
individual needs of learners. (Please attach any additional sheets and supporting evidence
such as schemes of work and session plans.)
26
Assessment
Task 15
U4 AC 1.1 - Explain the purposes of the types of assessment used in education and training.
(Please attach any additional sheets and supporting evidence such the different forms of
assessment that you have used.)
27
Task 16
U4 AC 1.2 - Analyse the effectiveness of assessment methods in relation to meeting the
individual needs of learners. (Please attach any additional sheets and supporting evidence
such as examples of assessment you have used and any learner feedback/ self-evaluation of
these assessments.)
28
Resources
Task 17
U5 AC 1.1 - Analyse the effectiveness of resources used in own area of specialism in relation
to meeting the individual needs of learners. (Please attach any additional sheets and
supporting evidence such as examples of your resources and any learner feedback/ self-
evaluation of these resources.)
29
Communication and Technologies
Task 18
U3 AC 2.1 - Analyse benefits and limitations of communication methods and media used in
own area of specialism. (Please attach any additional sheets and supporting evidence.)
30
Task 19
U3 AC 3.1 - Analyse benefits and limitations of technologies used in own area of specialism.
(Please attach any additional sheets and supporting evidence.)
31
Task 20
U3 AC 2.3 – Provide examples of when you have communicated with other learning
professionals to meet individual learner needs and encourage progression. (You must also
provide evidence of this communication, for example, emails, meeting minutes, witness
testimonies, professional discussion notes and so on.)
32
Task 21
U4 AC 2.5 – Provide examples of when you have communicated assessment information to
other professionals with an interest in learner achievement. (You must also provide
evidence of this communication, for example, emails, meeting minutes, witness testimonies,
professional discussion notes and so on.)
33
Minimum Core Elements
Task 22
U2 AC 3.1 - Analyse ways in which minimum core elements can be demonstrated in planning
inclusive teaching and learning. (Please attach any additional sheets and supporting
evidence such as schemes of work, session plans and/or learning resources.)
34
Task 23
U4 AC 3.1 - Analyse ways in which minimum core elements can be demonstrated in
assessing learners. (Please attach any additional sheets and supporting evidence of relevant
assessments.)
35
Task 24
U5 AC 2.1 - Analyse ways in which minimum core elements can be demonstrated when
using resources for inclusive teaching and learning. (Please attach any additional sheets and
supporting evidence of relevant resources.)
36
Section 3: Practical assessment templates
Guidance:
This section provides learners with a range of templates which can be used to evidence the
learner’s coverage of some of the practical Learning Outcomes and Assessment Criteria in
mandatory units 2-5.
These templates include:
• Initial diagnostic assessment log;
• Individual Learning Plan;
• Scheme of work ;
• Session plan ;
• Observation record (Guidance on observation criteria is contained in section four of
this pack);
• Learner evaluation and feedback sheet;
• Self-evaluation sheet.
Please see the table below which maps relevant assessment criteria to the templates listed
above:
Unit Assessment Criteria Template
2 1.2 Initial diagnostic assessment log
2 1.3 Individual Learning Plan
2 2.1 Scheme of work
4 2.1 Scheme of work
2 2.2, 3.2 Session plan
2 2.2, 3.2 Observation record
3 1.2, 1.3, 2.2, 3.2, 4.2 Observation record
4 1.3, 1.4, 1.5, 2.2, 2.3, 2.4,
3.2
Observation record
5 1.2, 1.3, 2.2 Observation record
2 2.5 Learner evaluation and feedback sheet
2 4.1, 4.2 Self-evaluation sheet
3 1.1, 5.1, 5.2 Self-evaluation sheet
4 4.1, 4.2 Self-evaluation sheet
5 3.1, 3.2 Self-evaluation sheet
37
Initial Diagnostic Assessment Log
Learner Name: Date:
Teacher Name:
Qualification/ Programme title:
Why has the learner chosen to study this qualification/programme?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
What does the learner intend to do after completing this qualification/ programme?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Has the learner gained any prior learning/ vocational experience which would be useful to
the completion of this qualification/ programme?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Does the learner have any special education needs and/or disability? Yes/ No
If so, please write any special arrangements that are required to assist this learner.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Please provide information of the learner’s ability/ level in the following core subjects:
English Maths ICT
Please circle the learner’s preferred learning style:
Visual Auditory Kinaesthetic
How did you establish their preferred learning style?
…………………………………………………………………………………………………………………………………………….
38
INDIVIDUAL LEARNING PLAN (2 page document)
Learner Name
Enrolment No
Start Date
Employer Address
Main Business
Learner’s Job Title
Brief Job Description
Achievements to
Date
GCSE/Vocational Qualifications Achieved Date Achieved Original Certificate Seen (Tutor Initials) Date Seen
Learner’s Aims Long
Term
Short Term
Course Agreed:
Course Name
Course Code
Attendance
39
Course Length Pattern
Over the above course length the learner will achieve the following Learning Outcomes
Learning Outcome Start
Date
Progress Date/
Comments/Feedback
Progress Date/
Comments/Feedback
Progress Date/
Comments/Feedback
Progress Date/
Comments/Feedback
Achievement
Date
1.
2.
3.
4.
5.
6.
Changes made to the programme:
Outcomes not achieved (reasons):
Agreed support to enable achievement:
Progression:
Signed (Teacher)
Signed (Learner)
Date
Date
40
SCHEME OF WORK
Title/Aim of Programme: Level of programme:
Date Learning Outcomes
(Principal objectives or
Learning Outcomes to be
covered)
Content of Session
(including coverage of core skills)
Resources and Teaching
Activities
Link to subject
specification/
assessment criteria
Remarks
Week 1
Week 2
Week 3
Week 4
Week 5
41
Session Plan
Teacher: Date: Duration:
Aim of Session:
Learning Outcome(s):
Timing Trainer activities Learner activities Resources required How is inclusion catered
for?
Assessment methods What opportunities do
learners have to practise
their literacy, language,
numeracy and ICT skills?
42
Observation Record
Unit
No. Assessment Criteria Assessor Notes
Outcome
���� or X
Grade
1, 2, 3 or 4
2
2
3
3
3
3
3
4
4
4
AC 2.2 Design teaching and
learning plans which meet the
aims and individual needs of
all learners and curriculum
requirements
AC 3.2 Apply minimum core
elements in planning inclusive
teaching and learning
AC 1.2 Create an inclusive
teaching and learning
environment
AC 1.3 Demonstrate an
inclusive approach to teaching
and learning in accordance
with internal and external
requirements
AC 2.2 Use communication
methods and media to meet
individual learner needs
AC 3.2 Use technologies to
enhance teaching and meet
individual learner needs
AC 4.2 Apply minimum core
elements in delivering
inclusive teaching and learning
AC 1.3 Use types and methods
of assessment to meet the
individual needs of learners
AC 1.4 Use peer- and self-
assessment to promote
learners involvement and
personal responsibility in the
assessment for, and of, their
learning
AC 1.5 Use questioning and
feedback to contribute to the
assessment process
43
Observation Record
Unit
No. Assessment Criteria Assessor Notes
Outcome
���� or X
Grade
1, 2, 3 or 4
4
4
4
4
5
5
5
AC 2.2 Use assessment types
and methods to enable
learners to produce
assessment evidence that is
valid, reliable, sufficient,
authentic and current
AC 2.3 Conduct assessments in
line with internal and external
requirements
AC 2.4 Record the outcomes
of assessments to meet
internal and external
requirements
AC 3.2 Apply minimum core
elements in assessing learners
AC 1.2 Use resources to
promote equality, value
diversity and meet the
individual needs
of learners
AC 1.3 Adapt learning
resources to meet individual
needs of learners
AC 2.2 Apply minimum core
elements when using
resources for inclusive
teaching and
Learning
Learner’s Signature:
Date:
Assessor’s Signature:
Date:
44
Observation Record Feedback Overall Grade:
Overall Summary:
Action Plan:
Learner’s Signature: Date:
Assessor’s Signature: Date:
45
Learner evaluation and feedback sheet
Name of learner (optional):
Name of Teacher: Date:
Qualification/ Programme Title:
Please provide feedback on the following areas and identify how they met your individual
learner needs:
Lesson Learner feedback
Delivery of the
lesson content
Assessment
methods
Learning resources
Interactivity
What did you
already know on
this subject area?
What do you know
now?
What questions
would help you find
out more?
Learner Signature (optional)…………………………………………………………………………………………………
46
Self-evaluation sheet (1 of 3 pages)
Name of Teacher:
Unit/
AC
Review the
effectiveness of …
Self-evaluation notes Date
2/4.1 your own practice
when planning to
meet the individual
needs of learners,
taking account of
the views of learners
and others.
3/5.1 your own practice in
meeting the needs
of individual
learners, taking into
account the views of
learners and others.
4/4.1 your own
assessment practice,
taking into account
the views of learners
and others.
5/3.1 your own practice in
using resources to
meet the individual
needs of learners,
taking into account
the views of learners
and others.
47
Self-evaluation sheet (2 0f 3 pages)
Unit/
AC
Identify areas for
improvement in…
Self-evaluation notes Date
2/4.2 your own planning
to meet the
individual needs of
learners.
3/5.2 your own practice in
meeting the
individual needs of
learners.
4/4.2
your own
assessment practice.
5/3.2 your own use of
resources to meet
the individual needs
of learners.
48
Self-evaluation (3 0f 3 pages)
Unit/
AC
Analyse the
effectiveness of…
Self-evaluation notes Date
3/1.1 The teaching and
learning approaches
used in own area of
specialism in
relation to meeting
the individual needs
of learners.
49
Section 4: Assessed observation guidance
Guidance:
This section provides assessors and learners with assessed observation guidance. Assessed
observations of practice are a vital component of the Level 4 Certificate in Education and
Training qualification. The following units will include an assessed observation:
• Assessing learners in education and training;
• Delivering education and training; and
• Using resources for education and training.
The assessed observations of practice requirements are a minimum of three observations,
totalling a minimum of three hours. Any single observation must be a minimum of half an
hour.
HABC recommends that a holistic approach should be taken to observed and assessed
practice, so that each observation and assessment of practice enables trainee teachers to
provide evidence for all of the three units identified above.
The Initial Teacher Education inspection (ITE) handbook (Ofsted, 2012) states that, for
outcomes for trainee teachers to be judged as at a good level (grade 2), much of their
teaching should be good, with examples of outstanding teaching. HABC therefore
recommends that all trainee teachers should be required to achieve a good standard of
teaching by the end of their programme.
With this in mind, at least one hour of observed and assessed practice in observations linked
to the units above should demonstrate grade 2 characteristics (these characteristics are
outlined within the ‘grading criteria’ section below).
Any assessed observations of practice demonstrating the characteristics of inadequate
practice (grade 4) should not be included in the total 3 hours of assessed observations of
practice. However, providers should record these observations and provide detailed
developmental feedback to trainee teachers.
It is important that all records of assessed observations of practice, demonstrating the
characteristics of all grades (1 to 4), be retained. This will enable those observing and
assessing practice to identify developmental points from previous observations, and to
monitor trainee teachers’ progress towards meeting developmental points and achieving a
good standard of practice (grade 2) by the end of their programme.
50
There are additional practice requirements for some optional units within the HABC Level 4
Certificate in Education and Training (QCF). These requirements are in addition to the
observed and assessed practice requirements identified above for the mandatory units and
are summarised in the qualification specification for each unit.
51
Grading Criteria
In judging the quality of teaching, learning and assessment, assessors should evaluate the
extent to which:
• Learners benefit from high expectations, engagement, care, support and motivation
from staff;
• Staff use their skills and expertise to plan and deliver teaching, learning and support
to meet each learner’s needs;
• Staff initially assess learners’ starting points and monitor their progress, set
challenging tasks, and build on and extend learning for all learners;
• Learners understand how to improve as a result of frequent, detailed and accurate
feedback from staff following assessment of their learning;
• Teaching and learning develop English, mathematics and functional skills, and
support the achievement of learning goals and career aims;
• Appropriate and timely information, advice and guidance support learning
effectively; and
• Equality and diversity are promoted through teaching and learning.
Grading characteristics
Outstanding (grade 1)
• Much teaching, learning and assessment for all age groups and learning programmes
is outstanding and rarely less than consistently good. As a result, the very large
majority of learners consistently make very good and sustained progress in learning
sessions that may take place in a variety of locations, such as the classroom,
workplace or wider community.
• All staff are highly adept at working with and developing skills and knowledge in
learners from different backgrounds. Staff have consistently high expectations of all
learners and demonstrate this in a range of learning environments.
• Drawing on excellent subject knowledge and/or industry experience, teachers,
trainers, assessors and coaches plan astutely and set challenging tasks based on
systematic, accurate assessment of learners’ prior skills, knowledge and
understanding. They use well-judged and often imaginative teaching strategies that,
together with sharply focused and timely support and intervention, match individual
needs accurately. Consequently, the development of learners’ skills and
52
understanding is exceptional. Staff generate high levels of enthusiasm for
participation in, and commitment to, learning.
• Teaching and learning develop high levels of resilience, confidence and
independence in learners when they tackle challenging activities. Teachers, trainers,
and assessors check learners’ understanding effectively throughout learning
sessions. Time is used very well and every opportunity is taken to develop crucial
skills successfully, including being able to use their literacy and numeracy skills on
other courses and at work.
• Appropriate and regular coursework contributes very well to learners’ progress. High
quality learning materials and resources including information and communication
technology (ICT) are available and are used by staff and learners during and between
learning and assessment sessions.
• Marking and constructive feedback from staff are frequent and of a consistent
quality, leading to high levels of engagement and interest.
• The teaching of English, mathematics and functional skills is consistently good with
much outstanding. Teachers and other staff enthuse and motivate most learners to
participate in a wide range of learning activities.
• Equality and diversity are integrated fully into the learning experience. Staff manage
learners’ behaviour skilfully; they show great awareness of equality and diversity in
teaching sessions.
• Advice, guidance and support motivate learners to secure the best possible
opportunities for success in their learning and progression
Good (grade 2)
• Teaching, learning and assessment are predominantly good, with examples of
outstanding teaching. All staff are able to develop learners’ skills and knowledge
regardless of their backgrounds. As a result, learners make good progress.
• Staff have high expectations of all learners. Staff in most curriculum and learning
programme areas use their well-developed skills and expertise to assess learners’
prior skills, knowledge and understanding accurately, to plan effectively and set
challenging tasks. They use effective teaching, learning and assessment strategies
that, together with appropriately targeted support and intervention, match most
learners’ individual needs effectively.
• Teaching generally develops learners’ resilience, confidence and independence when
tackling challenging activities. Staff listen perceptively to, carefully observe, and
53
skilfully question learners during learning sessions. Teaching deepens learners’
knowledge and understanding consistently and promotes the development of
independent learning skills. Good use of resources, including ICT, and regular
coursework contribute well to learners’ progress.
• Staff assess learners’ progress regularly and accurately and discuss assessments with
them so that learners know how well they have done and what they need to do to
improve.
• The teaching of English, mathematics and functional skills is generally good. Teachers
and other staff enthuse and motivate most learners to participate in a wide range of
learning activities
• Equality and diversity are promoted and learners’ behaviour is managed well,
although some work is still needed to integrate aspects of equality and diversity into
learning fully.
• Advice, guidance and support provide good opportunities for learners to be
motivated and make the necessary connection between learning and successful
progression.
Requires improvement (grade 3)
• Teaching, learning and assessment require improvement and are not yet good. They
result in most learners, and groups of learners, making progress that is broadly in
line with that made by learners nationally with similar starting points. However,
there are weaknesses in areas of delivery, such as in learning or assessment.
• There is likely to be some good teaching, learning and assessment and there are no
endemic inadequacies in particular courses, across levels or age groups, or for
particular groups of learners. Staff work with and develop skills and knowledge in
learners from different backgrounds satisfactorily. Staff expectations enable most
learners to work hard and achieve satisfactorily, and encourage them to make
progress.
• Due attention is given to the careful initial assessment and ongoing assessment of
learners’ progress, but these are not always conducted rigorously enough, which
may result in some unnecessary repetition of work for learners, and tasks being
planned and set that do not fully challenge them.
• Staff monitor learners’ work during learning sessions, set appropriate tasks and are
capable of adjusting their plans to support learning. These adaptations are usually
successful but occasionally are not timely or relevant, and this slows learning for
some learners.
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• Teaching strategies ensure that learners’ individual needs are usually met. Staff
deploy available additional support carefully, use available resources well and set
appropriate coursework for learners.
• Learners are informed about the progress they are making and how to improve
further through marking and dialogue with staff that is usually timely and
encouraging. This approach ensures that most learners want to work hard and
improve.
• The teaching of English, mathematics and functional skills is satisfactory overall.
• The promotion of equality and support for diversity in teaching and learning are
satisfactory.
• Advice, guidance and support help to motivate learners to succeed in their learning
and progress.
Inadequate (grade 4)
• Teaching, learning and assessment are likely to be inadequate where any of the
following apply.
• As a result of weak teaching, learning and assessment over time, learners or groups
of learners are making inadequate progress and have been unsuccessful in attaining
their learning goals.
• Staff do not have sufficiently high expectations and, over time, teaching fails to
excite, enthuse, engage or motivate particular groups of learners, including those
with learning difficulties and/or disabilities.
• Staff lack expertise and the ability to promote learning.
• Learning activities and resources are not sufficiently well matched to the needs of
learners and, as a result, they make inadequate progress.
• Teaching of English, mathematics and functional skills is inadequate and a significant
proportion of learners do not receive appropriate support to address English,
mathematics and language needs.
• Staff show insufficient understanding and promote equality and diversity
insufficiently in teaching sessions.
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Section 5: Evidence tracking document
Guidance:
This section provides learners and assessors with an evidence tracking template.
This template is provided to help learners and assessors keep track of the progress that the
learner is making when completing their portfolio. It is designed to show at a glance what a
learner has already covered and what there is left to do to complete a unit.
This document can also be used as a table of contents for the evidence contained in the
portfolio. It will signpost where each item of evidence is located and therefore make it
easier for tutors/ assessors, IQA and EQS to check and assess.
A sample completed tracking sheet has been included for your reference.
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Evidence Tracking Sheet - Example
Candidate Name
Centre Name
Unit 1: Example Unit in a Qualification (A/123/4567)
Assessment Criteria
(tick where completed)
Portfolio Reference 1 2 3 4 5
Assessment
Method/s Obs Q D Wt Sim
1.1 � �
1.2 � �
1.3 � �
1.4 � �
1.5 � �
2.1 � �
2.2 � �
2.3 � �
2.4 � �
3.1 � �
3.2 � �
3.3 � �
Assessment method key:
Obs Observation Wt Witness testimony
Pe Product evidence R RPL
Q Questioning O Other
Sim Simulation/assignment D Discussion
Learner Signature Date:
Tutor/ Assessor Signature Date:
IQA Signature
(if sampled)
Date:
EQS Signature
(if sampled)
Date:
Tick off each
assessment criteria
covered by each
item of evidence in
the portfolio
Once all assessment
criteria have been
met, the learner and
tutor/ assessor must
sign and date this
tracking sheet
If sampled, the IQA/EQS must also
sign and date this tracking sheet
Suggested assessment method
abbreviations are listed here
Fill in each portfolio
reference and the
assessment method used
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Evidence Tracking Sheet
Learner Name
Centre Name
Unit Title:
Knowledge Assessment Criteria
(tick where completed)
Portfolio Reference
Assessment
Method/s
1.1
Assessment method key:
Obs Observation Wt Witness testimony
Pe Product evidence R RPL
Q Questioning O Other
Sim Simulation/assignment D Discussion
Learner Signature Date:
Tutor/ Assessor
Signature Date:
IQA Signature
(if sampled) Date:
EQS Signature
(if sampled) Date:
