Edexcel Level 3 Award in Preparing to Teach in the ... · Learning outcomes 22 Assessment criteria 22 Unit amplification 22 ... and Level 4 Award in Preparing to Teach in Lifelong

Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

Specification

Professional and Specialist qualifications First teaching October 2011 Issue 2

Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.

Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.

This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Jane Boehm

Publications Code BA033574

All the material in this publication is copyright © Pearson Education Limited 2012

Contents

1 Introducing Edexcel Specialist and Professional qualifications 1

What are Edexcel Specialist qualifications? 1

What are Edexcel Professional qualifications? 1

2 Qualification summary and key information 3

QCF qualification title and qualification number 4

Objective of the qualifications 4

Related qualifications in the teaching, training and education suite 4

Inter-relationships between teaching, training and education qualifications 5

Relationship with previous specifications 6

Progression opportunities through Edexcel qualifications 6

Industry Support and recognition 6

Relationship with National Occupational Standards 6

3 Centre resource requirements 7

General resource requirements 7

Specific resource requirements 7

4 Qualification structures 9

Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of combination 9

Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of Combination 10

5 Assessment 12

6 Recognising prior learning and achievement 14

Recognition of Prior Learning 14

Credit transfer 14

7 Quality assurance of centres 15

Centre recognition and approval centre recognition 17

8 Programme delivery 18

9 Access and recruitment 19

10 Access to qualifications for learners with disabilities or specific needs 20

11 Unit format 21

Unit title 21

Unit reference number 21

QCF level 21

Unit type 21

Credit value 21

Guided learning hours 21

Unit aim 21

Assessment requirements 21

Learning outcomes 22

Assessment criteria 22

Unit amplification 22

Information for tutors (non-competence units only) 22

Unit 1: Facilitate Learning and Development in Groups (Level 3) 23

Unit 2: Facilitate Learning and Development for Individuals (Level 3) 28

Unit 3: Manage Learning and Development in Groups (Level 4) 33

Unit 4: Principles of Assessment in Lifelong Learning (Level 3) 40


Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) 53


Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) 68


Unit 10: Understanding the Principles and Practices of Assessment (Level 3) 85

Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) 93


12 Further information and useful publications 109

13 Professional development and training 110

Annexe A 111

Progression opportunities 111

Annexe B 114

Preparing to Teach in the Lifelong Learning Sector mapping 114

Annexe C 118

Unit mapping overview 118

Annexe D 120

Personal Learning Log document 120

Annexe E 134

(Sample) Micro-teach assignment 134

Annexe F 138

Micro-teach observation feedback form 138

Annexe G 140

Portfolio Evidence Recording Sheets 140

Unit 1: Facilitate Learning and Development in Groups (Level 3) 140

Unit 2: Facilitate Learning and Development for Individuals (Level 3) 142

Unit 3: Manage Learning and Development in Groups (Level 4) 144







Unit 10: Understanding the Principles and Practices of Assessment (Level 3) 157



Purpose of this specification

The purpose of this specification is to provide details of the rules of combination and details of all units accredited by Edexcel for use in the delivery of the Level 3 and Level 4 Award in Preparing to Teach in Lifelong Learning Sector (QCF).

These units were originally developed in 2007, and have now been reviewed and updated in line with sector requirements. Any changes made have been in response to sector demand and to provide increased flexibility to the changing demands made of the further education sector. Units are also included that have been developed for other qualifications, such as those for learning and development (competence). These units are considered appropriate for the many related roles undertaken by teachers, tutors and trainers particularly in work based learning.

This specification includes all units offered by Edexcel for the Awards in Preparing to Teach in the Lifelong Learning Sector qualifications, and should be used in accordance with the rules of combination for the different qualifications. The rules of combination are included and it is important to use only those units listed and approved for each qualification

This specification sets out:

the qualification’s objective to meet the requirements for those in the associate teaching role in the further education sector

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

units which a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012

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1 Introducing Edexcel Specialist and Professional qualifications

What are Edexcel Specialist qualifications?

Edexcel Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF), in this case, the Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.

There are three sizes of Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time — defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

This specialist qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England. The quality assurance model for this level 3 qualification will be determined by the whether or not competence units are chosen by the learner within the rules of combination (see section 7: Quality assurance of centres for further details).

What are Edexcel Professional qualifications?

Edexcel Professional qualifications are qualifications from Levels 4–7 on the Qualifications and Credit Framework (QCF), in this case the Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.

There are three sizes of qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).


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Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

This professional qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England. The quality assurance model for this level 4 qualification will be determined by the whether or not competence units are chosen by the learner within the rules of combination (see section 7: Quality assurance of centres for further details).


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2 Qualification summary and key information

Qualification title Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

QCF Qualification Number (QN) 600/2774/5

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/10/2011

Age range that the qualification is approved for

19+

Credit value 12

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 48-61

Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 9, access and recruitment)

Qualification title Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector(QCF)

QCF Qualification Number (QN) 600/2771/X

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/10/2011

Age range that the qualification is approved for

19+

Credit value 12

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 48-66

Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 9, access and recruitment)


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QCF qualification title and qualification number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification numbers for the qualifications in this publication are:

Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 600/2774/5

Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 600/2771/X

The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.btec.co.uk/keydocuments

These qualifications are accredited by Ofqual as being stand alone.

Objective of the qualifications

The Edexcel Level 3 and Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) are introductory teaching qualifications. These qualifications prepare learners for teaching in a wide range of contexts, including an associate teaching role in the further education sector in England. Learners should choose the level of study appropriate for themselves. This may be influenced by plans for progression to other teaching roles and qualifications. Achieving the Edexcel Level 3 or Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) will provide sufficient evidence that the learner has acquired the necessary skills and knowledge to enable them to teach beyond an initial year in the further education sector.

These qualifications give learners the opportunity to:

develop knowledge related to teaching and learning in an associate teaching role

develop skills in teaching and learning

achieve a nationally-recognised Level 3 or 4 qualification

develop personal growth and engagement in learning.

Related qualifications in the teaching, training and education suite

Which qualification is most appropriate for which role?

ROLE QUALIFICATION

Assessor or Internal Quality

Assurer

Training, Assessment and Quality Assurance (TAQA)

Trainer Learning and Development (L&D)

New to teaching or training Preparing to Teach in the Lifelong Learning Sector (PTLLS)


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ROLE QUALIFICATION

Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)

Inter-relationships between teaching, training and education qualifications

All of the teaching and learning qualifications contain some common units, increasing both the transferability between the qualifications and the choice of units available to centres and learners.

Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part- and full-time teaching.

We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.

Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) — (see further details in Section 8, Programme delivery).

Preparing to Teach in the Lifelong Learning Sector

Certificate in Teaching in the Lifelong Learning Sector

Diploma in Teaching in the Lifelong Learning Sector

Learning and Development

Training, Assessment and Quality Assurance


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Relationship with previous specifications

This specification is a direct specification replacement for specification BA027222 Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) and Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector(QCF). These changes have been made to reflect updates in our specification document layout. The structures, rules of combination, content and assessment of the qualifications in the earlier PTLLS specification, BA027222, have not been altered.

Progression opportunities through Edexcel qualifications

Learners who have achieved the Edexcel Level 3 or Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) can progress on to the Edexcel Level 3 or Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) or the Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF). It should be noted that the units in the Edexcel Level 3 and Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) will also form part of the Certificate and Diploma qualifications for teaching in the lifelong learning sector. LSIS expects that the majority of teachers, tutors and trainers who fall under the FE teachers regulations will meet requirements by enrolling on one of these qualifications (appropriate to teaching role). Centres should note that achievement of the Diploma in Teaching in the Lifelong Learning Sector permits only twelve (12) credits to be at level 3. Trainee teachers wishing to undertake a PTLLS qualification should be made aware of this.

Industry Support and recognition

These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.

Relationship with National Occupational Standards

These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk. Further information is available, as well as advice on teaching in the further education sector, from the Information and Advice Service at [email protected] or telephone: 0300 303 1877.


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3 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure continuing professional development for staff delivering the qualifications.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.

Specific resource requirements

As well as the general requirements above, there are specific resource requirements that centres must meet with regard to the requirement for a minimum of one hour of micro-teaching. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.

Observed and assessed practice

There is a minimum requirement that learners should be involved in at least one hour of micro-teaching. Each learner must deliver at least one 15 minute micro-teach session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teach sessions or observe the micro-teach sessions of other learners.

For the following units there is no requirement to undertake practice other than as micro-teaching for assessment purposes and there is no requirement for these units that any practice be observed or assessed in a work environment:

Unit 4: Principles of Assessment in Lifelong Learning (Level 3)


Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3)


Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3)


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Unit 10: Understanding the Principles and Practices of Assessment (Level 3)

Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3)


The following units require learners to undertake practice in a work environment. Practice should be in the appropriate context – either with groups of learners or with individual learners. The number of hours of practice required is not specified:

Unit 1: Facilitate Learning and Development in Groups (Level 3)

Unit 2: Facilitate Learning and Development for Individuals (Level 3)

Unit 3: Manage Learning and Development in Groups (Level 4)

The following units also require learners to be assessed in a work environment and there are additional requirements for those assessing these units. Practice assessed should be in the appropriate context – either with individual learners or groups of learners:




Unit: Identify Individual Learning and Development Needs (Level 3)*

Unit: Develop and Prepare Resources for Learning and Development (Level 4) *

The additional requirements for those who assess these units are:

to have up-to-date working knowledge and experience of best practice in Learning and Development

to be occupationally competent in the units they are assessing

to hold one of the following qualifications or their recognised equivalent:

Level 3 Award in Assessing Competence in the Work Environment

Level 3 Certificate in Assessing Vocational Achievement

A1 Assess candidate performance using a range of methods

D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence

to show current evidence of continuing professional development in assessment and learning and development.

*For details of this unit, refer to the specification document for the Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) and Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) (CTLLS).


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4 Qualification structures

Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of combination

The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 12

Number of mandatory credits that must be achieved 3

Number of optional credits that must be achieved 9

Unit name Unit no Unit ref no Level Credit GLH

3 credits must be achieved from this group

Roles, Responsibilities and Relationships in Lifelong Learning

6 M/503/1229 3 3 12


Understanding Inclusive Learning and Teaching in Lifelong Learning

8 T/503/1233 3 3 12

Using Inclusive Learning and Teaching Approaches in Lifelong Learning

11 Y/503/1242 3 3 12

Facilitate Learning and Development in Groups*

1 F/502/9548 3 6 25

Facilitate Learning and Development for Individuals*

2 J/502/9549 3 6 25


Understanding the Principles and Practices of Assessment*

10 D/601/5313 3 3 24

Principles of Assessment in Lifelong Learning

4 Y/503/1239 3 3 12

*Indicates a Learning and Development Unit


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Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of Combination

The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 12

Minimum number of credits that must be achieved at level 4 or above

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6 M/503/1229 3 3 12


7 M/503/1232 4 3 12



4 Y/503/1239 3 3 12


5 R/503/1241 4 3 12

Understanding the Principles and Practices of Assessment*

10 D/601/5313 3 3 24

6 credits must be achieved from group C or group D

Learners selecting group C must achieve 3 credits from sub group C1 and 3 credits from sub group C2

Sub group C1


8 T/503/1233 3 3 12


9 F/503/1235

4 3 12


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Sub group C2


11 Y/503/1242 3 3 12


12 R/503/1238 4 3 12

Group D

Manage Learning and Development in Groups*

3 A/502/9550 4 6 30

Note: there are no mandatory units in the Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

*Indicates a Learning and Development Unit


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5 Assessment

The table below gives a summary of the assessment methods used in the qualifications.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Assignment briefs should indicate clearly which assessment criteria are being targeted and what evidence is required.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

The examples provided in the units as assessment activities cover the criteria in the assessment grid. These examples are for guidance only and it is recommended that centres either adapt Edexcel assessments to meet local needs and resources or write their own. There should be evidence in the course file that assignments have been internally reviewed and moderated.

It is also important to recognise that the guidance provided is in a simple form and that, in addition to the logging and feedback record relating to the assessment criteria, each assignment brief should include:

• date of issue and date for submission

• guidelines for word count (where appropriate for depth or range required)

• sources/types of appropriate evidence

• any specific guidance to support learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports

• the use of Harvard referencing for all research materials.

Learners must be made aware that the session plans they produce as part of their scheme of work are the same session plans that they need to resource, assess, deliver and review.


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To achieve the Award in Preparing to Teach in the Lifelong Learning Sector (QCF), there is a minimum requirement that learners should be involved in at least one hour of micro-teaching. Each learner must deliver at least one 15 minute micro-teach session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teach sessions or observe the micro-teach sessions of other learners.

Any appropriate location for micro-teaching will allow a trainee teacher to meet the requirements of the standards; variety is encouraged, but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid repeated assessment (see individual units for guidance).

Further guidance about internal assessment is available on the Edexcel website.


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6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

There is also a tariff, devised by Standards Verification UK, mapping coverage of legacy teaching qualifications to the new standards. The tariff can help learners and centres identify where to start their teacher training to meet regulatory, and/or contractual, obligations.

The tariff includes qualifications held by teachers/trainers/tutors in all further education environments including further education colleges, work based learning providers, adult and community learning services and Third Sector organisations. The tariff can be found on the web at http://tariff.svuk.eu/.

Please note: tariffs for qualifications mapped after September 2011 (release of revised generic FE qualifications by LSIS) can be found on the New Tariff of ITT Qualifications (2011).

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The Edexcel qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at www.btec.co.uk/keydocuments

External Examination and Standards Verification quality assurance models

There are currently two quality assurance models in place for all Initial Teacher Training (ITT) qualifications. The Standards Verification model is in place for all ITT qualifications with embedded competence units, and the External Examination model for all ITT qualifications without embedded competence units. We aim to provide one Standards Verifier/External Examiner where possible to centres that are running a combination of competence based and non-competence based ITT qualifications.

What is External Examination?

External Examination is the form of external verification undertaken for Edexcel programmes at Levels 4-7.

External Examination is how we check that your centre is operating quality assurance and assessing to national standards. External Examination relates to centres operating programmes in the manner associated with higher education or qualifications in a professional context.

There will normally be one visit each year for programmes in a sector.

How do we do it?

We allocate a subject-specific expert to a programme sector to conduct sampling of assessed student work and provide judgements and feedback.

Your External Examiner will work with you to support you in identifying good practice and areas for further development, giving you guidance on how you can improve your delivery.

Which qualifications does External Examination cover?

Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units)

Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units)

Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)


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Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)

Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (without competence units)

For further information on External Examination please refer to chapter 6b of the BTEC Quality Assurance Handbook.

What is Standards Verification?

Standards Verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.

Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.

It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.

There will normally be two visits each year for programmes in a sector.

How do we do it?

We allocate a Standards Verifier:

to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact

to those specific programmes that they are occupationally competent to verify.

Which qualifications does Standards Verification cover?

Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units)

Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units)

Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units)

Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units)

Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (with competence units)

For further information please refer to chapter 6b of the BTEC Quality Assurance Handbook which can be found at: www.btec.co.uk/keydocuments.


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Centre recognition and approval centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.

In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.

The PTLLS units have different delivery options which, depending on which option the centre chooses to offer, will affect the Approval Status the centre will need to hold (or apply for) and the Quality Assurance process the centre will need to follow.

Option 1:

The new teaching qualifications include the flexibility to recognise some Learning and Development competency-based units as option units (as listed in the Rules of Combination). If the learner has already completed Learning and Development units and had them certified, they can choose to RPL them to gain exemption. This will require the centre to hold (or seek) standard HE Qualification Approval. The centre will then be subjected to the standard HE quality assurance processes.

Option 2:

The same approval and quality assurance requirement will apply if the centre ONLY wishes to deliver the traditional, non-competency units.

Option 3:

This option applies if the learner has not previously achieved any Learning and Development units and they would like the option to complete them as part of an option units offer. In this instance, centres must hold or seek approval to offer the teaching qualifications with BOTH competency AND non-competency units. This will require BOTH the NVQ and the HE Qualification Approval forms to be completed by the appropriate Senior Standards Verifier (who will be allocated by Edexcel).

In addition, the centre will be subject to quality assurance processes that will be carried out by a Standards Verifier suitably qualified to cover both non-competency and competency units.


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8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

For the qualifications in this specification, there is a requirement for a minimum requirement that learners should be involved in at least one hour of micro-teaching. Further details are available within individual units and in the Specific resource requirements section of this specification document.

Where legislation is referred to in a unit, centres must ensure that current legislation is taught.

Centres may wish to approach the units in the PTLLS qualification as a single, holistic, integrated activity. Alternatively, they may wish to integrate the theory with the practical assessments for individual units. The programme combines taught sessions, individual directed study and micro-teaching. Units may be delivered in any order but the numbering of units provided in the guidance provides a logical sequence.


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9 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to specialist and professional qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether they have the potential to achieve the qualification. It is recommended that all those wishing to join this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. Development needs should be recorded and an action plan agreed.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs.

These qualifications were developed to meet the requirements of those involved in an associate teaching role in the further education sector in England.


20

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.

The documents are on our website at www.edexcel.com/policies


21

11 Unit format

Units in this specification have the following sections:

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Unit type

This indicates whether a unit sits within the specialist, professional or competence category. Different approval conventions may apply to different unit types; see Quality Assurance section for further details.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Assessment requirements

This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.


22

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification

This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.

Information for tutors (non-competence units only)

This section (included in non-competence units only) gives tutor information on delivery and assessment. It usually contains the following subsections:

Delivery — explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Learning Activities – are included as guidance for use with the suggested assessment activities and demonstrate just one way of planning the delivery and assessment of the unit

Assessment — gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Assessment Activities – suggested activities that cover the assessment criteria for the unit. The activities are for guidance only and it is recommended that centres adapt the activities to meet local needs and resources or write their own assignments.

Indicative resource materials — lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.

For the purposes of this suite of initial teacher training qualifications, the following terms are used:

Tutor — the person carrying out the teacher education

Learner – the person taking the qualification

Student — the person being taught or assessed by the learner

Practitioner – anyone with a learning and development responsibility as the whole or a part of their role.


23


Unit reference number: F/502/9548

QCF level: 3

Unit type: Competence

Credit value: 6

Guided learning hours: 25

Unit aim

The aim of this unit is to assess a learning and development practitioner’s understanding of group dynamics and facilitating learning and development in groups. Learners are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small-group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations or experiential learning.


This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.

This unit requires learners to undertake practice in a work environment with groups of students.

Primary assessment methods must include: observation of performance in a work environment and examining products of work.

Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.

There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

24

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

purp

ose

s of

gro

up

lear

nin

g a

nd d

evel

opm

ent

□

Eco

nom

ies,

eg c

ost

, m

ulti use

of

lear

nin

g m

ater

ials

, co

mm

on

pro

gra

mm

e; s

tuden

t ben

efits,

eg c

om

mon m

essa

gin

g,

soci

al

inte

ract

ion,

exch

ange

of

idea

s, e

xchan

ge

of

exper

ience

, te

am

dev

elopm

ent,

inte

rper

sonal

rel

atio

nsh

ips

dev

elopm

ent,

pee

r as

sess

men

t an

d p

eer

teac

hin

g,

work

ing w

ith o

ther

s, c

olla

bora

tive

ap

pro

aches

, sh

ared

pro

ble

m s

olv

ing

1.2

Exp

lain

why

del

iver

y of

lear

nin

g

and d

evel

opm

ent

must

ref

lect

gro

up d

ynam

ics

□

Theo

ries

, eg

Tuck

man

’s m

odel

, Bel

bin

’s t

eam

role

s; g

roup f

orm

atio

n

and d

ynam

ics,

eg d

epen

den

ce o

n t

rain

er,

contr

ibution f

requen

cy a

nd

pat

tern

, gro

up h

iera

rchy,

gro

up s

ize,

incl

usi

on,

contr

ol, a

ffec

tion,

inte

ract

ion b

etw

een m

ember

s, indiv

idual

dom

inan

ce,

shar

ed

ow

ner

ship

□

Impac

t on d

eliv

ery,

eg r

ole

of th

e pra

ctitio

ner

, eg

enco

ura

gin

g

studen

t par

tici

pat

ion,

support

ing s

tuden

t’s

lear

nin

g,

adju

stin

g g

roup

dyn

amic

, ro

le o

f th

e st

uden

t, e

g o

wn p

artici

pat

ion,

support

ing

oth

ers,

sel

f an

d g

roup a

sses

smen

t

1

Under

stan

d

princi

ple

s an

d

pra

ctic

es o

f le

arnin

g a

nd

dev

elopm

ent

in

gro

ups

1.3

Eva

luat

e m

ethods

for

faci

litat

ing

lear

nin

g a

nd d

evel

opm

ent

to

mee

t th

e nee

ds

of

gro

ups

□

Met

hods,

eg s

mal

l or

larg

e gro

up a

ctiv

itie

s, d

iscu

ssio

n,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s, t

eam

work

□

Cap

abili

ty t

o m

eet

gro

up n

eeds,

eg g

roup s

ize,

mix

of

skill

s an

d

exper

ience

, w

illin

gnes

s to

tak

e on n

ew idea

s

□

Consi

der

atio

ns,

eg c

reat

ing a

posi

tive

lea

rnin

g e

nvi

ronm

ent,

es

tablis

hin

g s

har

ed p

urp

ose

and g

oal

s, c

om

mon b

oundar

ies,

val

uin

g

of

mem

ber

contr

ibutions

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

how

to m

anag

e risk

s an

d

safe

guar

d indiv

idual

s w

hen

fa

cilit

atin

g lea

rnin

g a

nd

dev

elopm

ent

in g

roups

□

Envi

ronm

ent,

eg h

ealth a

nd s

afet

y, r

isk

asse

ssm

ent;

saf

eguar

din

g,

eg a

pplic

atio

n o

f le

gis

lation,

org

anis

atio

nal

polic

y

□

Gro

up c

onte

xt,

eg a

gre

emen

t of ac

cepta

ble

gro

up a

nd indiv

idual

beh

avio

urs

, posi

tive

use

of

auth

ority

, gro

up c

ontr

acts

, ac

tion a

gai

nst

dis

crim

inat

ion,

studen

t fo

rum

1.5

Exp

lain

how

to o

verc

om

e bar

rier

s to

lea

rnin

g in g

roups

□

Bar

rier

s, e

g p

revi

ous

exper

ience

, sp

ecific

lea

rnin

g n

eeds,

under

pin

nin

g k

now

ledge,

thre

at,

fear

of

chan

ge,

lac

k of

diffe

rentiat

ion,

conflic

t bet

wee

n g

roup m

ember

s, p

hys

ical

en

viro

nm

ent,

acc

ess

nee

ds

□

Motiva

tion,

eg M

aslo

w’s

Theo

ry o

f Bas

ic N

eeds,

Her

zber

g’s

M

otiva

tional

Theo

ry

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss

within

gro

up lea

rnin

g a

nd

dev

elopm

ent

activi

ties

□

Tec

hniq

ues

, eg

obse

rvat

ion,

contr

ibution t

o g

roup a

ctiv

itie

s,

com

ple

tion o

f ta

sks,

short

tes

t, e

xam

inat

ion,

self-a

sses

smen

t, p

eer

or

gro

up a

sses

smen

t, indiv

idual

lea

rnin

g p

lan,

trac

king a

nd loggin

g

of

asse

ssm

ent,

indiv

idual

rec

ord

of

achie

vem

ent

1.7

Exp

lain

how

to a

dap

t del

iver

y bas

ed o

n f

eedbac

k fr

om

lea

rner

s in

gro

ups

□

Met

hods

to c

aptu

re f

eedbac

k, e

g o

wn o

bse

rvat

ions,

stu

den

t fe

edbac

k, s

essi

on e

valu

atio

ns,

eva

luat

ion o

f ef

fect

on w

ork

per

form

ance

; ad

apta

tion c

onsi

der

atio

ns,

eg lea

rnin

g r

equirem

ents

, st

uden

t ow

ner

ship

of

chan

ges

, co

st-b

enef

its

anal

ysis

, ex

per

tise

, tim

e, im

ple

men

tation o

f ap

pro

priat

e ch

ange

2

Be

able

to

faci

litat

e le

arnin

g

and d

evel

opm

ent

in g

roups

2.1

Cla

rify

fac

ilita

tion m

ethods

with

gro

up m

ember

s to

mee

t gro

up

and indiv

idual

lea

rnin

g

obje

ctiv

es

□

Tra

iner

fac

ilita

tion,

eg m

anag

emen

t of

smal

l an

d lar

ge

gro

up

activi

ties

, dis

cuss

ion,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s,

sim

ula

tions;

tra

iner

role

, eg

man

agin

g g

roup lea

rnin

g,

enfo

rcin

g

gro

up c

ontr

act,

pro

vidin

g a

ppro

priat

e le

vels

of

support

when

del

iver

ing t

rain

ing,

esta

blis

hin

g a

nd m

ainta

inin

g p

osi

tive

gro

up

inte

ract

ion,

ensu

ring indiv

idual

con

trib

ution

□

Stu

den

t co

ntr

ibutions,

eg c

olla

bora

tive

work

ing,

acce

pting r

ole

s in

gro

up a

ctiv

itie

s, p

eer

asse

ssm

ent

and t

each

ing,

pee

r m

ento

ring,

gro

up f

oru

m,

posi

tive

fee

dbac

k to

pee

rs

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Im

ple

men

t le

arnin

g a

nd

dev

elopm

ent

activi

ties

to m

eet

lear

nin

g o

bje

ctiv

es

□

Act

ivitie

s, e

g d

iscu

ssio

n,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s,

sim

ula

tions

□

Man

agin

g g

roup lea

rnin

g,

eg e

stab

lishin

g a

nd a

gre

eing lea

rnin

g

obje

ctiv

es,

enfo

rcin

g g

roup c

ontr

act,

pro

vidin

g a

ppro

priat

e le

vels

of

support

del

iver

ing t

rain

ing,

esta

blis

hin

g a

nd m

ainta

inin

g p

osi

tive

gro

up inte

ract

ion,

ensu

ring indiv

idual

contr

ibution;

support

ing

studen

t co

ntr

ibutions,

eg c

olla

bora

tive

work

ing,

acce

pting r

ole

s in

gro

up a

ctiv

itie

s, p

eer

asse

ssm

ent

and t

each

ing,

pee

r m

ento

ring,

gro

up f

oru

m,

posi

tive

fee

dbac

k to

pee

rs

2.3

M

anag

e risk

s to

gro

up a

nd

indiv

idual

lea

rnin

g a

nd

dev

elopm

ent

□

Envi

ronm

ent,

eg h

ealth a

nd s

afet

y, r

isk

asse

ssm

ent,

appro

priat

e to

gro

up s

ize

and n

eeds

□

Saf

eguar

din

g,

eg e

qual

ity,

div

ersi

ty a

nd d

iscr

imin

atio

n,

iden

tify

ing

and r

espondin

g t

o inap

pro

priat

e beh

avio

urs

, ta

king a

ctio

n t

o r

emove

or

min

imis

e im

pac

t, e

mpow

erm

ent

of

studen

ts

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

apply

new

kn

ow

ledge

and s

kills

in p

ract

ical

co

nte

xts

□

Opport

unitie

s, e

g p

ract

ical

exe

rcis

e, c

ase

studie

s, s

imula

tions,

role

pla

y, iden

tify

ing a

pplic

atio

n a

nd t

ransf

er in r

eal w

ork

, use

of

reflec

tive

acc

ounts

□

Support

req

uired

fro

m o

ther

s, e

g p

ract

itio

ner

, gro

up m

ember

s,

man

ager

, m

ento

r, c

olle

agues

, an

d s

pec

ialis

t

3

Be

able

to a

ssis

t gro

ups

to a

pply

new

know

ledge

and s

kills

in

pra

ctic

al c

onte

xts

3.2

Pr

ovi

de

feed

bac

k to

im

pro

ve t

he

applic

atio

n o

f le

arnin

g

□

Gro

up,

eg g

roup s

elf-

asse

ssm

ent,

tuto

r fe

edbac

k fr

om

obse

rvat

ion,

const

ruct

ive

feed

bac

k, fee

dbac

k sa

ndw

ich o

r PC

P (p

rais

e, c

ritici

sm,

pra

ise)

, sp

ecific

to t

ask

or

conte

xt,

iden

tify

ing indiv

idual

and g

roup

achie

vem

ents

, goal

orien

tate

d,

tim

ing,

confirm

atio

n o

f le

arnin

g a

nd

nex

t st

eps

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Support

sel

f-ev

aluat

ion b

y le

arner

s □

Iden

tifica

tion o

f opport

unitie

s fo

r st

uden

t se

lf-e

valu

atio

n

□

Stu

den

t se

lf-m

onitoring,

eg s

kills

for

indiv

idual

ref

lect

ive

pra

ctic

e,

purp

ose

of

reflec

tion,

self-a

sses

smen

t, S

WO

T a

nal

ysis

(st

rength

s,

wea

knes

ses/

limitat

ions,

opport

unitie

s an

d t

hre

ats)

, per

sonal

nee

ds,

re

flec

ting o

n p

ract

ice,

tuto

rial

to s

upport

indiv

idual

ref

lect

ion,

lear

nin

g f

rom

ref

lect

ion,

iden

tify

ing f

urt

her

lea

rnin

g n

eeds

4.2

Rev

iew

indiv

idual

res

ponse

s to

le

arnin

g a

nd d

evel

opm

ent

in

gro

ups

□

Prac

titioner

role

, eg

lis

tenin

g,

com

munic

atio

n t

one,

conte

nt,

stu

den

t ques

tionin

g,

resp

onse

to s

tuden

t re

ques

ts

□

Rec

ord

ing,

eg indiv

idual

lea

rnin

g p

lan,

indiv

idual

rec

ord

of

achie

vem

ent,

indiv

idual

and g

roup a

sses

smen

t tr

acki

ng a

nd loggin

g

4

Be

able

to a

ssis

t le

arner

s to

ref

lect

on t

hei

r le

arnin

g

and d

evel

opm

ent

under

take

n in

gro

ups

4.3

Ass

ist

lear

ner

s to

iden

tify

thei

r fu

ture

lea

rnin

g a

nd d

evel

opm

ent

nee

ds

□

Rev

iew

of

lear

nin

g,

eg indiv

idual

, gro

up

□

Act

ion p

lannin

g,

eg f

urt

her

lea

rnin

g r

equirem

ents

, new

lea

rnin

g,

opport

unitie

s fo

r le

arnin

g t

ransf

er,

opport

unitie

s fo

r m

aste

ry o

f sk

ills,

su

pport

of

oth

ers

required

, eg

pra

ctitio

ner

, lin

e m

anag

er,

men

tor,

co

lleag

ues

, H

R


28


Unit reference number: J/502/9549

QCF level: 3


Credit value: 6


Unit aim

The aim of this unit is to assess the learning and development practitioner’s understanding of how to facilitate learning and development for individuals. The practitioner could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods.


This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.

This unit requires learners to undertake practice in a work environment with individual students.


Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.


There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. This unit is assessed in the workplace. Simulations are not permitted.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

29

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

purp

ose

s of

one-

to-o

ne

lear

nin

g a

nd d

evel

opm

ent

□

Indiv

idual

ised

lea

rnin

g,

eg p

erso

nal

ski

lls m

atrix

to iden

tify

spec

ific

nee

ds,

spec

ialis

t le

arnin

g,

per

sonal

ised

appro

aches

, sk

ills

enhan

cem

ent,

new

ski

lls,

reco

gnis

ing indiv

idual

exp

erie

nce

s an

d

nee

ds,

appro

priat

e le

vel an

d c

onte

xt,

empow

erin

g indiv

idual

s,

ow

ned

tar

get

s an

d g

oal

s, o

ne-

to-o

ne

action p

lannin

g;

indiv

idual

ro

les,

eg c

oac

h,

men

tor,

lea

rner

1.2

Exp

lain

fac

tors

to b

e co

nsi

der

ed

when

fac

ilita

ting lea

rnin

g a

nd

dev

elopm

ent

to m

eet

indiv

idual

nee

ds

□

Iden

tifica

tion o

f in

div

idual

nee

ds,

eg initia

l as

sess

men

t, L

NA/T

NA

(lea

rnin

g o

r tr

ainin

g n

eeds

anal

ysis

), r

ecognis

ing p

revi

ous

lear

nin

g

□

Acc

ess,

eg loca

tion,

tim

ing,

reso

urc

e; p

erso

nal

isat

ion o

f le

arnin

g,

eg

lear

nin

g s

tyle

s, s

tuden

t m

otiva

tion,

bar

rier

s, f

acili

ties

, eq

uip

men

t,

lear

nin

g m

ater

ials

1

Under

stan

d

princi

ple

s an

d

pra

ctic

es o

f one-

to-o

ne

lear

nin

g

and d

evel

opm

ent

1.3

Eva

luat

e m

ethods

for

faci

litat

ing

lear

nin

g a

nd d

evel

opm

ent

to

mee

t th

e nee

ds

of

indiv

idual

s

□

Ski

lls d

evel

opm

ent,

eg d

emonst

ration,

coac

hin

g,

dis

cuss

ion,

skill

s pra

ctic

e; im

par

ting k

now

ledge

and u

nder

stan

din

g,

eg c

ase

study,

si

mula

tion,

pro

ject

, e-

lear

nin

g

□

Chan

gin

g a

ttitudes

, eg

tuto

rial

, dis

cuss

ion,

rese

arch

; lo

cation,

eg

work

pla

ce,

off t

he

job,

onlin

e

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

how

to m

anag

e risk

s an

d

safe

guar

d indiv

idual

s w

hen

fa

cilit

atin

g o

ne-

to-o

ne

lear

nin

g

and d

evel

opm

ent

□

Typ

es o

f risk

, eg

phys

ical

, ch

emic

al,

bio

logic

al;

trai

ner

m

anag

emen

t, e

g r

isk

asse

ssm

ent,

enfo

rcem

ent

of

hea

lth a

nd

safe

ty,

risk

man

agem

ent,

saf

eguar

din

g

□

Iden

tify

ing s

ourc

es o

f pote

ntial

str

ess,

eg p

hys

ical

, em

otional

, ag

reem

ent

of

acce

pta

ble

beh

avio

ur

with s

tuden

ts,

posi

tive

use

of

auth

ority

1.5

Exp

lain

how

to o

verc

om

e in

div

idual

bar

rier

s to

lea

rnin

g

□

Man

agin

g s

trat

egie

s, e

g r

espec

t an

d v

aluin

g indiv

idual

, posi

tive

fe

edbac

k, g

uid

ance

and s

upport

, st

uden

t ow

ner

ship

, beh

avio

ur

agre

emen

t, s

tuden

t in

volv

emen

t an

d c

hoic

e, s

tuden

t ro

le in t

hei

r ow

n lea

rnin

g,

choic

e of

lear

nin

g a

ppro

aches

and r

esourc

es t

o m

eet

studen

t nee

ds,

lea

rnin

g t

o lea

rn s

kill

dev

elopm

ent

□

Motiva

tional

theo

ries

, eg

Mas

low

’s T

heo

ry o

f Bas

ic N

eeds,

H

erzb

erg’s

Motiva

tional

Theo

ry

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss

□

Form

ativ

e te

chniq

ues

, eg

obse

rvat

ion o

f per

form

ance

, co

mple

tion o

f ta

sks,

sel

f-as

sess

men

t, p

ract

itio

ner

ques

tionin

g,

short

tes

t,

achie

vem

ent

of

lear

nin

g r

equirem

ents

, ac

cred

itat

ion a

chie

vem

ent

□

Ass

essm

ent,

eg initia

l, inte

rim

, su

mm

ativ

e; p

ract

itio

ner

in

terv

entions,

eg r

ecognitio

n o

f pro

gre

ss,

reco

rdin

g,

rect

ific

atio

n o

f er

rors

, st

imula

ting n

ew c

onsi

der

atio

ns

1.7

Exp

lain

how

to a

dap

t del

iver

y to

m

eet

indiv

idual

lea

rner

nee

ds

□

Adap

tations,

eg d

iffe

rent

loca

tion o

r ch

ange

of

conte

xt,

faci

litie

s,

tim

ing,

lear

nin

g s

tyle

, m

ethods

or

appro

aches

, pro

vidin

g m

ento

ring,

alte

rnat

ive

per

sonnel

, ad

ditio

nal

lea

rnin

g s

upport

, ad

ditio

nal

tim

e,

additio

nal

opport

unitie

s to

ach

ieve

□

Equip

men

t an

d m

edia

chan

ges

, eg

equip

men

t ad

just

men

ts,

mat

eria

ls,

onlin

e, c

onte

nt

leve

l, lan

guag

e; a

dap

tation lim

itat

ion

fact

ors

, eg

cost

, tim

e, e

xper

tise

, per

sonnel

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Cla

rify

fac

ilita

tion m

ethods

with

indiv

idual

s to

mee

t th

eir

lear

nin

g

and/o

r dev

elopm

ent

obje

ctiv

es

□

Str

ateg

ies,

eg s

tuden

t in

volv

emen

t, d

iscu

ssio

n o

f m

ethods

and

capab

ility

to p

rovi

de

studen

t re

quirem

ents

, neg

otiat

ion o

f in

tended

outc

om

es a

nd t

ime

const

rain

ts,

reso

urc

e av

aila

bili

ty a

nd c

onst

rain

ts

□

Del

iver

y m

ethods

and o

ptions,

eg e

xpla

nat

ion,

dem

onst

ration,

coac

hin

g,

dis

cuss

ion,

skill

s pra

ctic

e, c

ase

study,

sim

ula

tion,

pro

ject

, ac

cess

to o

ther

exp

erts

; lo

cation,

eg w

ork

pla

ce,

off t

he

job,

onlin

e

2.2

Im

ple

men

t ac

tivi

ties

to m

eet

lear

nin

g a

nd/o

r dev

elopm

ent

obje

ctiv

es

□

Typ

es,

eg p

rese

nta

tion,

expla

nat

ion,

dis

cuss

ion,

dem

onst

ration,

coac

hin

g,

skill

s pra

ctic

e, c

ase

study,

sim

ula

tion,

pro

ject

, ac

cess

to

oth

er e

xper

ts

2

Be

able

to f

acili

tate

one-

to-o

ne

lear

nin

g a

nd

dev

elopm

ent

2.3

M

anag

e risk

s an

d s

afeg

uar

d

lear

ner

s par

tici

pat

ing in o

ne-

to-

one

lear

nin

g a

nd/o

r dev

elopm

ent

□

Iden

tify

ing r

esponsi

bili

ties

, eg

stu

den

t, t

rain

er,

org

anis

atio

n,

work

pro

vider

□

Applic

atio

n o

f le

gis

lation r

equirem

ents

, eg

hea

lth a

nd s

afet

y,

emplo

ymen

t re

gula

tions,

envi

ronm

enta

l haz

ards,

equip

men

t risk

s,

haz

ardous

mat

eria

ls

□

Saf

eguar

din

g,

eg o

rgan

isat

ion p

olic

ies

and p

roce

dure

s, e

qual

opport

unity

requirem

ents

, posi

tive

act

ion a

gai

nst

bully

ing o

r th

reat

to

indiv

idual

stu

den

ts,

14-1

9,

vuln

erab

le a

dults

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

apply

thei

r new

kn

ow

ledge

and lea

rnin

g in

pra

ctic

al c

onte

xts

□

Ski

lls,

eg r

eal w

ork

, w

ork

exp

erie

nce

, w

ork

shad

ow

ing,

trai

nin

g

activi

ty,

sim

ula

tion;

know

ledge

and u

nder

stan

din

g e

g,

case

stu

dy,

pro

ject

, onlin

e re

sear

ch

□

Att

itudes

, eg

dis

cuss

ion,

gro

up f

oru

m,

rese

arch

□

Invo

lvem

ent

of

oth

ers,

eg s

pec

ialis

t pra

ctitio

ner

, em

plo

yer,

w

ork

pla

ce a

sses

sor,

lin

e m

anag

er,

colle

agues

3

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

apply

ing n

ew

know

ledge

and

skill

s in

pra

ctic

al

conte

xts

3.2

Exp

lain

ben

efits

to indiv

idual

s of

apply

ing n

ew k

now

ledge

and

skill

s

□

Lear

nin

g t

ransf

er,

eg t

o r

eal w

ork

situat

ions,

mas

tery

of

work

tas

ks

□

Pers

onal

, eg

auto

nom

y, c

onfiden

ce,

achie

vem

ent

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

ben

efits

of

self-

eval

uat

ion t

o indiv

idual

s □

Em

pow

erm

ent,

eg r

ecognis

ing o

wn a

chie

vem

ent,

iden

tifica

tion o

f fu

rther

lea

rnin

g n

eeds

or

pro

gre

ssio

n,

asse

ssm

ent

of

futu

re

requirem

ents

□

Invo

lvin

g t

echniq

ues

, eg

ski

lls r

equired

for

self-a

sses

smen

t,

opport

unitie

s fo

r re

flec

tion a

nd h

ow

to s

truct

ure

this

for

iden

tify

ing

goal

s an

d a

ctio

n p

lannin

g,

one-

to-o

ne

ques

tionin

g,

indiv

idual

re

cord

ing o

f ac

tivi

ty c

om

ple

tion a

nd r

ecord

of

achie

vem

ent,

tra

ckin

g

and loggin

g o

f le

arnin

g o

utc

om

es;

asse

ssm

ent

resu

lts,

eg f

orm

ativ

e an

d s

um

mat

ive

asse

ssm

ent

feed

bac

k, r

eport

s

4.2

Rev

iew

indiv

idual

res

ponse

s to

one-

to-o

ne

lear

nin

g a

nd/o

r dev

elopm

ent

□

Prac

titioner

str

ateg

ies,

eg lis

tenin

g,

obse

rvat

ion o

f st

uden

t,

dis

cuss

ion,

ques

tionin

g,

support

ing s

tuden

t se

lf-e

valu

atio

n

□

Rev

iew

, eg

outc

om

e of

self-e

valu

atio

n,

per

form

ance

outc

om

es,

achie

vem

ents

, co

nfiden

ce lev

el,

motiva

tion,

reques

ts f

or

furt

her

su

pport

, new

lea

rnin

g n

eeds

4

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

ref

lect

ing o

n

thei

r le

arnin

g

and/o

r dev

elopm

ent

4.3

Ass

ist

indiv

idual

lea

rner

s to

id

entify

thei

r fu

ture

lea

rnin

g

and/o

r dev

elopm

ent

nee

ds

□

Feed

bac

k ch

arac

terist

ics,

eg s

upport

ive

and c

onst

ruct

ive,

ie

feed

bac

k sa

ndw

ich (

pra

ise,

critici

sm,

pra

ise)

, direc

ted t

o inte

nded

outc

om

es,

rele

vant

to s

tuden

t, v

alid

, sp

ecific

to a

ctiv

itie

s under

take

n,

ow

ned

by

the

studen

t; e

mpow

erin

g s

tuden

t, e

g

reco

gnis

ing a

chie

vem

ents

, fa

ult r

ectifica

tion r

equirem

ents

, id

entifica

tion o

f fu

rther

lea

rnin

g n

eeds

or

pro

gre

ssio

n,

asse

ssm

ent

of

futu

re r

equirem

ents

, ques

tionin

g,

asse

ssm

ent

tools

, su

pport

re

quirem

ents


33


Unit reference number: A/502/9550

QCF level: 4


Credit value: 6


Unit aim

The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example motivational strategies, behaviour management and provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve students within groups in the learning and development process.


This unit assesses occupational competence and requires learners to undertake practice in a work environment with groups of students.

Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.


Supplementary evidence may be gathered by: questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.



BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

34

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Anal

yse

the

char

acte

rist

ics

of

gro

up e

nvi

ronm

ents

that

fost

er

lear

nin

g a

nd d

evel

opm

ent

□

Phys

ical

envi

ronm

ents

, eg

em

plo

yer

site

, off s

ite,

spec

ialis

t w

ork

shop,

outd

oor

activi

ty c

entr

e, c

lass

room

; gro

up c

har

acte

rist

ics,

eg

siz

e, c

om

posi

tion,

leve

l, e

xper

ience

, occ

upat

ional

or

pro

fess

ional

gro

up,

goal

s or

agen

das

, per

sonal

itie

s, p

refe

rred

lea

rnin

g s

tyle

s.

1.2

Eva

luat

e st

rate

gie

s to

man

age

gro

up b

ehav

iour

and d

ynam

ics

□

Theo

ries

, eg

Tuck

man

’s f

orm

ing,

storm

ing,

norm

ing a

nd p

erfo

rmin

g

model

, Bel

bin

’s t

eam

role

s, E

vans

and D

ion’s

cohes

ive

gro

ups,

Irv

ing

Janis

’s g

roupth

ink,

E B

erne’

s tr

ansa

ctio

nal

anal

ysis

.

□

Prac

titioner

str

ateg

ies,

eg b

alan

ce o

f le

arnin

g s

tyle

acc

om

modat

ion,

goal

set

ting,

use

of

gro

up a

ctiv

itie

s to

pro

mote

exp

erie

ntial

lea

rnin

g,

iden

tify

ing o

ptim

al g

roup s

ize

for

activi

ty,

incl

usi

ve lea

rnin

g

exper

ience

s, m

ixin

g s

kills

and a

bili

ties

.

1

Under

stan

d t

he

princi

ple

s an

d

pra

ctic

es o

f m

anag

ing lea

rnin

g

and d

evel

opm

ent

in g

roups

1.3

Eva

luat

e m

anag

emen

t te

chniq

ues

whic

h f

acili

tate

the

del

iver

y of

lear

nin

g a

nd

dev

elopm

ent

in g

roups

□

Monitoring g

roup d

ynam

ics,

eg a

nal

ysis

of

beh

avio

ur,

contr

ibution

freq

uen

cy,

pat

tern

of

contr

ibution,

direc

tional

contr

ibution,

hie

rarc

hy

dev

elopm

ent.

□

Prac

titioner

man

agem

ent,

eg lea

rnin

g s

tyle

acc

om

modat

ion,

goal

se

ttin

g,

pro

moting e

xper

iential

lea

rnin

g,

crea

ting o

ptim

al g

roup s

ize

for

activi

ty,

confr

onting c

onflic

t, s

upport

ing incl

usi

on,

contr

ol, m

ixin

g

skill

s an

d a

bili

ties

, sh

ared

or

variet

y of

exper

ience

s, o

pport

unitie

s fo

r w

ork

ing w

ith o

ther

s, p

eer

teac

hin

g,

support

ive,

nurt

uring.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Anal

yse

way

s to

invo

lve

lear

ner

s in

the

man

agem

ent

of

thei

r ow

n

lear

nin

g a

nd d

evel

opm

ent

in

gro

ups

□

Enco

ura

gin

g s

elf-

man

agem

ent,

eg indiv

idual

and g

roup b

ehav

iour

contr

act

sett

ing,

agre

emen

t of

par

tici

pat

ion r

equirem

ents

, ro

les

and

resp

onsi

bili

ties

during a

ctiv

itie

s, e

nco

ura

gin

g d

iscu

ssio

n a

nd

feed

bac

k, g

roup f

oru

m,

crea

ting t

eam

s, s

elf-

asse

ssm

ent

of

lear

nin

g,

action p

lannin

g,

pee

r as

sess

men

t an

d t

each

ing.

1.5

Anal

yse

risk

s to

be

consi

der

ed

when

man

agin

g lea

rnin

g a

nd

dev

elopm

ent

in g

roups

□

Envi

ronm

enta

l risk

s, e

g b

reak

out

gro

up s

uper

visi

on,

equip

men

t,

haz

ardous

mat

eria

ls,

phys

ical

dem

ands

of

activi

ty.

□

Man

agem

ent

of

emotional

wel

lbei

ng,

eg s

afeg

uar

din

g,

conflic

t m

anag

emen

t an

d r

esolu

tion,

enco

ura

gin

g indiv

idual

engag

emen

t,

confiden

ce b

uild

ing,

acco

mm

odat

ing v

aryi

ng lev

els

of

pre

vious

exper

ience

and s

kills

, la

nguag

e sk

ills.

1.6

Exp

lain

how

to m

anag

e bar

rier

s to

indiv

idual

lea

rnin

g in g

roups

□

Em

otional

nee

ds,

eg n

urt

uring s

tuden

t se

lf-c

onfiden

ce,

chal

lengin

g

thre

ats,

val

uin

g inputs

, pro

moting a

ppro

priat

e bel

iefs

, m

inim

isin

g

risk

of

stre

ss,

explo

ring p

revi

ous

neg

ativ

e le

arnin

g e

xper

ience

s to

pro

mote

posi

tive

lea

rnin

g,

chal

lengin

g c

onflic

t w

ith g

roup

mem

ber

(s),

addre

ssin

g v

erbal

abuse

, va

ried

lea

rnin

g s

tyle

s an

d

activi

ty c

hoic

es,

appro

priat

e use

of

auth

ority

, pro

vidin

g s

upport

and

direc

tion.

□

Envi

ronm

enta

l m

anag

emen

t, e

g t

emper

ature

, hum

idity,

furn

ishin

g

com

fort

, haz

ards,

tak

ing a

ctio

n t

o r

esolv

e det

rim

enta

l ef

fect

of

envi

ronm

enta

l fa

ctors

.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Be

able

to m

anag

e gro

up lea

rnin

g a

nd

dev

elopm

ent

envi

ronm

ents

2.1

Fa

cilit

ate

com

munic

atio

n,

colla

bora

tion a

nd lea

rnin

g

bet

wee

n g

roup m

ember

s

□

Com

munic

atio

n,

eg v

erbal

, non-v

erbal

, pre

senta

tion s

kills

fro

m b

oth

fa

cilit

ator

and g

roup m

ember

s, c

om

munic

atio

n w

ith a

nd b

etw

een

gro

up m

ember

s, lis

tenin

g.

□

Enco

ura

gin

g a

nd s

upport

ing g

roup c

olla

bora

tion,

eg d

ealin

g w

ith

unre

sponsi

venes

s, v

aryi

ng d

eliv

ery

styl

e, iden

tify

ing a

nd r

esolv

ing

fact

ors

aff

ecting p

artici

pat

ion o

pport

unitie

s fo

r sm

all an

d lar

ge

gro

up

activi

ties

; th

eories

, eg

Eva

ns

and D

ion’s

cohes

ive

gro

ups,

Irv

ing

Janis

’s g

roupth

ink,

E B

erne’

s tr

ansa

ctio

nal

anal

ysis

.

2.2

U

se m

otiva

tional

met

hods

to

engag

e th

e gro

up a

nd its

in

div

idual

mem

ber

s in

the

lear

nin

g a

nd d

evel

opm

ent

pro

cess

□

Met

hods,

eg p

osi

tive

fee

dbac

k, r

ewar

din

g g

roup a

s w

ell as

indiv

idual

ac

hie

vem

ents

, en

coura

gin

g e

nth

usi

asm

, m

atch

of

lear

nin

g o

bje

ctiv

es

to s

tuden

t ex

pec

tations

and n

eeds,

opport

unitie

s fo

r te

am w

ork

ing,

gro

up d

ebat

e or

dis

cuss

ions,

onlin

e fo

rum

s, e

mpat

hy,

em

pow

erm

ent,

val

uin

g indiv

idual

and g

roup c

ontr

ibutions,

opport

unitie

s fo

r gro

ups

to s

elf-

asse

ss a

nd m

anag

e ow

n a

ctiv

itie

s an

d r

ole

s, s

tuden

t ta

rget

set

ting.

2.3

Consu

lt w

ith g

roup m

ember

s to

ad

apt

thei

r le

arnin

g a

nd

dev

elopm

ent

envi

ronm

ents

to

impro

ve t

hei

r le

arnin

g o

utc

om

es

□

Phys

ical

, eg

hea

lth a

nd s

afet

y, r

isk

asse

ssm

ent

and a

ctio

n t

o

mitig

ate

risk

, ap

ply

ing o

rgan

isat

ional

polic

y in

the

lear

nin

g

envi

ronm

ent,

gro

up s

ize,

are

a la

yout,

work

pla

ce s

afet

y.

□

Gro

up iss

ues

, eg

mitig

atio

n o

f st

ress

, im

ple

men

ting g

roup

beh

avio

ura

l ag

reem

ent,

rew

ardin

g g

roup a

chie

vem

ents

, ad

dre

ssin

g

equal

ity

and d

iver

sity

iss

ues

pro

mptly,

posi

tive

use

of

auth

ority

, su

pport

ing g

roup s

elf-

man

agem

ent.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

M

anag

e th

e risk

s as

soci

ated

with

gro

up lea

rnin

g a

nd d

evel

opm

ent □

Kee

pin

g r

ecord

s, e

g indiv

idual

stu

den

t ac

hie

vem

ent,

fee

dbac

k to

st

uden

ts,

trac

king a

nd loggin

g g

roup a

sses

smen

t outc

om

es,

achie

vem

ent

acro

ss a

pro

gra

mm

e, a

chie

vem

ent

in t

he

work

pla

ce,

witnes

s st

atem

ents

, obse

rvat

ion r

eport

s, r

ecord

of

pro

fess

ional

dis

cuss

ion.

3.1

In

volv

e le

arner

s in

agre

eing

gro

up lea

rnin

g a

nd d

evel

opm

ent

obje

ctiv

es

□

Met

hods,

eg p

re-c

ours

e ques

tionnai

re,

intr

oduct

ions,

gro

up m

ember

ex

pec

tations

and r

equirem

ents

for

the

sess

ion,

expla

nat

ion o

f se

ssio

n lea

rnin

g o

bje

ctiv

es a

nd c

ove

rage

of

gro

up m

ember

re

quirem

ents

, dis

cuss

ion a

nd a

gre

emen

t of

chan

ges

to m

eet

requirem

ents

, gro

up a

nd indiv

idual

lea

rnin

g a

gre

emen

ts,

neg

otiat

ing

goal

s an

d t

imes

cale

s, a

gre

ed c

olla

bora

tive

outc

om

es,

liais

ing r

ole

s an

d r

esponsi

bili

ties

, ag

reei

ng a

ppro

priat

e as

sess

men

t st

rate

gie

s an

d

opport

unitie

s.

3.2

Adap

t an

d im

ple

men

t del

iver

y m

ethods,

act

ivitie

s an

d

reso

urc

es t

o m

eet

the

lear

nin

g

and d

evel

opm

ent

obje

ctiv

es o

f th

e gro

up

□

Adap

tation,

eg v

aryi

ng lea

rnin

g s

tyle

and a

ppro

ach,

more

or

less

sm

all or

whole

-gro

up a

ctiv

itie

s, a

lloca

ting r

ole

s w

ithin

gro

ups

or

allo

win

g s

elf-

sele

ctio

n,

use

of

pee

r te

achin

g,

use

of

e-le

arnin

g o

r ble

nded

lea

rnin

g a

ppro

aches

, al

tern

ativ

e co

nte

xt f

or

lear

nin

g,

alte

rnat

ive

lear

nin

g e

nvi

ronm

ent,

vis

its,

ext

ernal

spea

kers

.

3

Be

able

to a

pply

m

ethodolo

gie

s to

m

anag

e le

arnin

g

and d

evel

opm

ent

in g

roups

3.3

M

anag

e gro

up lea

rnin

g

stra

tegie

s an

d d

eliv

ery

met

hods

to r

efle

ct c

han

gin

g r

equirem

ents

□

Neg

otiat

ing a

nd a

gre

eing a

dap

tation,

eg lis

tenin

g,

ques

tionin

g,

pro

vidin

g indiv

idual

advi

ce.

□

Adap

ting t

o c

han

gin

g r

equirem

ents

, eg

tim

ing,

dep

th,

bre

adth

, ra

nge

of

styl

es,

vary

ing r

ole

s an

d r

esponsi

bili

ties

within

gro

up,

vary

ing

lear

nin

g a

ctiv

itie

s, v

aryi

ng s

ize

of gro

ups,

incr

easi

ng d

irec

ted s

tudy,

in

crea

sed u

se o

f te

chnolo

gy,

iden

tify

ing f

urt

her

lea

rnin

g

requirem

ents

.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Pr

ovi

de

indiv

idual

advi

ce t

o

lear

ner

s to

ass

ist

thei

r dec

isio

n-

mak

ing a

bout

futu

re lea

rnin

g

nee

ds

□

Iden

tifica

tion o

f nee

ds,

eg m

onitoring o

f in

div

idual

pro

gre

ss d

uring

gro

up a

ctiv

itie

s, indiv

idual

dis

cuss

ion,

self-a

nal

ysis

ques

tionnai

re.

□

Indiv

idual

advi

ce,

eg iden

tifica

tion o

f fu

rther

lea

rnin

g n

eeds,

pote

ntial

sourc

es o

f fu

rther

advi

ce a

nd lea

rnin

g,

refe

rral

to o

ther

le

arnin

g p

rofe

ssio

nal

s, r

efer

ral to

ext

ernal

agen

cies

for

voca

tional

ad

vice

and g

uid

ance

, ta

rget

set

ting a

nd a

ctio

n p

lannin

g.

4.1

Support

lea

rner

s’ r

ights

in

rela

tion t

o e

qual

ity,

div

ersi

ty

and incl

usi

on

□

Legis

lative

, eg

leg

al a

nd o

rgan

isat

ional

polic

ies

and p

roce

dure

s,

incl

usi

ve a

ppro

aches

, opport

unitie

s to

addre

ss d

iffe

rentiat

ion n

eeds,

phys

ical

acc

ess

to c

ours

es,

dis

abili

ty a

war

enes

s, s

taff

tra

inin

g f

or

dis

abili

ties

, aw

aren

ess

of

men

tal hea

lth iss

ues

, co

llect

ing a

nd

resp

ondin

g t

o info

rmat

ion o

n s

tuden

ts’ sp

ecific

nee

ds,

hea

lth a

nd

safe

ty,

emplo

yee

rights

and r

esponsi

bili

ties

.

4.2

M

inim

ise

risk

s to

saf

ety,

hea

lth,

wel

lbei

ng a

nd s

ecurity

of

lear

ner

s

□

Saf

ety,

hea

lth,

wel

lbei

ng a

nd s

ecurity

, eg

saf

eguar

din

g o

f yo

ung

studen

ts a

nd v

uln

erab

le a

dults,

im

ple

men

ting o

rgan

isat

ional

polic

ies

and p

ract

ice,

ris

k as

sess

men

t an

d a

dju

stm

ent,

incl

usi

ve p

ract

ice,

em

plo

yee

trai

nin

g a

nd d

evel

opm

ent,

enfo

rcem

ent

of

bully

ing a

nd

har

assm

ent

polic

ies,

rec

ognis

ing s

pec

ial ed

uca

tional

nee

ds,

ref

erra

l fo

r pro

fess

ional

support

nee

ds.

4

Be

able

to m

anag

e le

arnin

g a

nd

dev

elopm

ent

in

gro

ups

to c

om

ply

w

ith leg

al a

nd

org

anis

atio

nal

re

quirem

ents

4.3

M

anag

e co

nfiden

tial

ity

in r

elat

ion

to lea

rner

s an

d t

he

org

anis

atio

n □

Legis

lative

req

uirem

ents

, eg

dat

a pro

tect

ion,

org

anis

atio

nal

re

quirem

ents

, aw

ardin

g o

rgan

isat

ion r

equirem

ents

for

secu

re

stora

ge.

□

Rec

ord

ing s

ensi

tive

info

rmat

ion,

eg e

mplo

yee

dev

elopm

ent

activi

ty,

spec

ific

indiv

idual

nee

ds,

per

sonal

info

rmat

ion,

requirem

ents

for

non-

dis

closu

re o

f in

form

atio

n.

□

Info

rmat

ion t

o b

e sh

ared

only

with t

hose

with a

leg

itim

ate

inte

rest

, eg

em

plo

yer,

tra

inin

g p

ract

itio

ner

, st

uden

t, o

ther

s; s

ecurity

of

sensi

tive

com

mer

cial

info

rmat

ion.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

M

ainta

in lea

rnin

g a

nd

dev

elopm

ent

reco

rds

in

acco

rdan

ce w

ith o

rgan

isat

ional

pro

cedure

s

□

Rec

ord

s, e

g indiv

idual

stu

den

t ac

hie

vem

ent,

fee

dbac

k to

stu

den

ts,

trac

king a

nd loggin

g g

roup a

sses

smen

t outc

om

es,

achie

vem

ent

acro

ss a

pro

gra

mm

e, a

chie

vem

ent

in t

he

work

pla

ce,

witnes

s st

atem

ents

, obse

rvat

ion r

eport

s, r

ecord

of

pro

fess

ional

dis

cuss

ion.


40


Unit reference number: Y/503/1239

QCF level: 3

Unit type: Specialist

Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand the types and methods of assessment used in lifelong learning, ways to involve students in the assessment process and the requirement to keep assessment records.

Using relevant principles, learners will select appropriate approaches to assessment that meet their students’ needs and formal assessment requirements. This encourages the practice of assessment as an integral part of the learning process.

The unit highlights ways to actively involve students in the assessment process, recognising the role of self- and peer assessment to encourage the sharing of responsibility for assessment with students.

There is a focus on the need for assessment to be recorded, both formally and informally, in a way that is helpful to students, the assessor and the organisation. Assessment records provide a measure of students’ achievement, and should support learning, but may also be required formally as a part of the quality assurance of the organisation.

This unit links with the following units from the PTLLS qualifications: Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).


There is no requirement for practice for this unit.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

41

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

types

of

asse

ssm

ent

use

d in lifel

ong lea

rnin

g

□

Typ

e or

purp

ose

, eg

inte

rnal

or

exte

rnal

outc

om

e, initia

l, d

iagnost

ic,

form

ativ

e, s

um

mat

ive,

short

- or

long-t

erm

goal

s, n

orm

or

criter

ion

refe

rence

d,

indiv

idual

or

colla

bora

tive

, sk

ills,

know

ledge

or

under

stan

din

g.

1.2

Exp

lain

the

use

of

met

hods

of

asse

ssm

ent

in lifel

ong lea

rnin

g

□

Met

hods,

eg e

xam

inat

ion,

assi

gnm

ent,

pro

ject

-bas

ed,

pra

ctic

al,

port

folio

, se

lf-a

sses

smen

t, r

efle

ctio

n.

□

Appro

aches

, eg

writt

en,

verb

al, w

itnes

s st

atem

ent,

pro

fess

ional

dis

cuss

ion,

onlin

e.

1

Under

stan

d t

ypes

an

d m

ethods

of

asse

ssm

ent

use

d

in lifel

ong lea

rnin

g

1.3

Com

par

e th

e st

rength

s an

d

limitat

ions

of

asse

ssm

ent

met

hods

to m

eet

indiv

idual

le

arner

nee

ds

□

Purp

ose

, eg

inte

rnal

ly o

r ex

tern

ally

set

and m

arke

d;

stan

dar

dis

atio

n

and r

elia

bili

ty a

t diffe

rent

leve

ls,

eg b

etw

een s

tuden

ts,

acro

ss

org

anis

atio

n,

loca

lly,

nat

ional

ly,

appro

priat

e to

stu

den

t or

to

subje

ct,

flex

ibili

ty t

o m

eet

indiv

idual

stu

den

t nee

ds.

2.1

Exp

lain

way

s to

invo

lve

the

lear

ner

in t

he

asse

ssm

ent

pro

cess

□

Engag

emen

t, e

g r

ecognis

ed p

rior

lear

nin

g,

indiv

idual

lea

rnin

g p

lan,

self-a

sses

smen

t, indiv

idual

dis

cuss

ion,

neg

otiat

ion,

sett

ing g

oal

s.

□

Ass

essm

ent

activi

ties

, eg

ass

ignm

ents

, Sel

f Ass

essm

ent

Rev

iew

, pai

ring o

r gro

upin

g indiv

idual

s.

2

Under

stan

d w

ays

to invo

lve

lear

ner

s in

the

asse

ssm

ent

pro

cess

2.2

Exp

lain

the

role

of

pee

r- a

nd

self-a

sses

smen

t in

the

asse

ssm

ent

pro

cess

□

Role

, eg

indiv

idual

res

ponsi

bili

ty,

ow

ner

ship

, as

sess

men

t fo

r an

d

with s

tuden

t not

of

studen

t, s

har

ing lea

rnin

g a

nd a

sses

smen

t outc

om

es,

reflec

tion,

reco

gnis

ing o

wn s

tren

gth

s an

d n

eeds,

set

ting

and o

wnin

g g

oal

s.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

the

nee

d f

or

keep

ing

reco

rds

of

asse

ssm

ent

of

lear

nin

g

□

Rea

sons,

eg lea

rner

’s o

wn p

rogre

ss,

tuto

r’s

indiv

idual

and g

roup

reco

rds

of

achie

vem

ent,

cours

e re

view

, org

anis

atio

n a

udit,

report

ing,

emplo

yer

requirem

ents

, qual

ity

assu

rance

.

3

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

lifel

ong lea

rnin

g

3.2

Sum

mar

ise

the

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in a

n o

rgan

isat

ion

□

Inte

rnal

, eg

cours

e or

team

rep

ort

ing,

per

form

ance

indic

ators

, ve

rifica

tion a

nd q

ual

ity

assu

rance

, org

anis

atio

n r

eport

ing.

□

Ext

ernal

, eg

aw

ardin

g o

rgan

isat

ion,

insp

ection o

r le

ague

table

s,

pro

fess

ional

bodie

s, f

undin

g.


43

Information for tutors

Delivery

It is recommended that a variety of delivery methods be used in this unit, for example tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could also build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group.

Wherever possible, the selected teaching and learning methods should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge that are required in the learning environment. They will need these skills and knowledge if they are to succeed in an environment which is changing, dynamic and which reinforces the principles of good practice. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible.

Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills and learn to transfer them to their students.

It is essential for learners to be able to make the links between the understanding of assessment required in this unit and the following practical unit in the PTLLS qualifications: Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, small-group activities and individual activities.

Introduction to unit

At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.

Learning outcome 1:

Tutor presentations could be used to provide underpinning knowledge, including samples of the range of assessment types from various contexts.

Small-group activity to evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs — this can be based on contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. This should be followed by feedback to the group.


44

Learning outcome 2:

Based on the learning cycle — Activity, Review, Theory and Apply (Plan), small- group activities to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment. Whole-group activity to exchange assessment activities and undertake peer assessment and provide constructive feedback to each of the small groups.

Learning outcome 3:

Tutor presentation to provide coverage of the mechanics of record keeping — as learners from different contexts may have specific knowledge but lack

breadth of understanding — especially in justifying the needs.

Individual research activities to clarify specific requirements of external bodies or organisations, with learners producing individual reports to summarise for group.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

Using the opportunity for teaching by example, this unit gives the opportunity for learner self-assessment. Through the reflective elements of the small-group activities, peer assessment and sharing of assessment activities, learners have the opportunity to effectively receive and respond to feedback and summative criterion referenced task/s.

Assessment activities

Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.

Assessment criteria 1.1, 1.2 and 1.3:

Learners reflect on types of assessment. Small-group activities and whole-group discussions could focus on methods of assessment and strengths and weaknesses.

Assessment evidence:

Personal learning log.

Assessment criteria 2.1 and 2.2:

Learners participate in a small-group activity on peer and self-assessment, followed by a whole-group activity for peer assessment.




Tutor presentations could inform individual research on records of assessment and organisational requirements.


Personal learning log, organisation policies and procedures.


45

Indicative resource materials

Textbooks

Armitage A et al — Teaching and Training in Lifelong Learning, 4th Edition (Open University Press, 2012) ISBN 9780335246281

Gravells A — Preparing to Teach in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857250537

Gravells A — Principles and Practice of Assessment in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857252609

Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials available to download at www.geoffpetty.com)

Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022

Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845

Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629

Journals and/or magazines

Times Educational Supplement — FE Focus

Websites

www.bis.gov.uk Department for Business, Innovation and Skills (BIS)

www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway

www.lsis.org.uk Learning and Skills Improvement Service (LSIS)

www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)

www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)


46


Unit reference number: R/503/1241

QCF level: 4

Unit type: Professional

Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand how the types and methods of assessment are used in lifelong learning, how to involve students in the assessment process and the requirement to keep assessment records.

Learners will examine and analyse types and methods of assessment in lifelong learning. Using appropriate principles, learners will need to select and evaluate a range of different approaches to assessment that meet student needs and contexts.

The unit provides an opportunity to evaluate the basic principles behind assessment approaches that actively involve students in the assessment process, both individually and with peers. Learners will analyse the role of self- and peer assessment in the assessment process.

This unit requires learners to explain the need for keeping records of assessment, both formally and informally, in a way that is helpful to the student, the assessor and the organisation. As well as supporting learning assessment, records must be recognised as being part of the quality assurance of the organisation.

This unit has strong links with the following units in the PTLLS qualifications: Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).


There is no requirement for practice for this unit.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

47

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Anal

yse

how

typ

es o

f as

sess

men

t ar

e use

d in lifel

ong

lear

nin

g

□

Form

al t

ypes

, eg

initia

l, d

iagnost

ic,

form

ativ

e, s

um

mat

ive,

norm

or

criter

ion r

efer

ence

d,

know

ledge

and u

nder

stan

din

g o

r sk

ills,

el

ectr

onic

(e-

lear

nin

g a

sses

smen

t).

□

Info

rmal

typ

es,

eg lea

rnin

g c

hec

ks,

per

form

ance

indic

ators

, dis

cuss

ion,

tuto

rial

, m

edal

and m

issi

on.

1.2

Anal

yse

how

ass

essm

ent

met

hods

are

use

d in lifel

ong

lear

nin

g

□

Form

al,

eg e

xam

inat

ion,

assi

gnm

ent,

pro

ject

, pra

ctic

al,

skill

s te

st,

port

folio

, per

form

ance

or

asse

ssm

ent

criter

ia,

onlin

e te

stin

g.

□

Met

hods,

eg e

ssay

, sh

ort

answ

er,

multip

le c

hoic

e, v

erbal

ques

tionin

g,

obse

rvat

ion o

f pra

ctic

e, lea

rner

rec

ord

, w

itnes

s st

atem

ent,

pro

fess

ional

dis

cuss

ion,

onlin

e, v

ideo

or

audio

rec

ord

ing.

1

Under

stan

d h

ow

ty

pes

and m

ethods

of

asse

ssm

ent

are

use

d in lifel

ong

lear

nin

g

1.3

Eva

luat

e st

rength

s an

d

limitat

ions

of

asse

ssm

ent

met

hods

to m

eet

indiv

idual

le

arner

nee

ds

□

Purp

ose

, eg

inte

rnal

ly o

r ex

tern

ally

set

and m

arke

d,

clar

ity

of

outc

om

es,

spec

ific

, ap

pro

priat

e to

stu

den

t an

d s

ubje

ct,

studen

t in

volv

emen

t, f

lexi

bili

ty t

o n

eeds.

□

Sta

ndar

dis

atio

n a

nd r

elia

bili

ty a

t diffe

rent

leve

ls,

eg a

cross

org

anis

atio

n,

loca

lly,

nat

ional

ly;

appro

priat

e to

stu

den

t or

to

subje

ct.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Eva

luat

e how

to invo

lve

the

lear

ner

in t

he

asse

ssm

ent

pro

cess

□

Engag

emen

t, e

g R

PL (

Rec

ognitio

n o

f Pr

ior

Lear

nin

g),

ILP

(in

div

idual

le

arnin

g p

lan),

1:1

tuto

rial

, gro

up a

ctiv

ity,

use

of

appro

priat

e tim

ing

and c

onte

xt.

□

Act

ive,

eg s

elf-

and p

eer

asse

ssm

ent,

dis

cuss

ion,

neg

otiat

ion,

studen

t fe

edbac

k on a

sses

smen

t dec

isio

ns,

indiv

idual

res

ponsi

bili

ty

and o

wner

ship

, per

sonal

goal

set

ting,

real

istic

action p

lannin

g.

2

Under

stan

d h

ow

to

invo

lve

lear

ner

s in

th

e as

sess

men

t pro

cess

2.2

Anal

yse

the

role

of

pee

r- a

nd

self-a

sses

smen

t in

the

asse

ssm

ent

pro

cess

□

Princi

ple

s, e

g s

kills

req

uired

by

studen

t, s

upport

fro

m a

sses

sor,

se

cure

conte

xt,

min

imis

ing t

hre

at,

pro

moting s

tuden

t co

nfiden

ce.

□

Ass

essm

ent

activi

ties

, eg

colla

bora

tive

ass

ignm

ents

or

pro

ject

s, 1

:1

form

ativ

e on-t

ask,

ran

dom

or

det

erm

ined

pai

ring o

r gro

upin

g

indiv

idual

s, S

AR (

Sel

f Ass

essm

ent

Rev

iew

).

3.1

Exp

lain

the

nee

d t

o k

eep r

ecord

s of

asse

ssm

ent

of

lear

nin

g

□

Form

al,

eg p

rogre

ss c

hec

k, v

alue-

added

per

form

ance

, dia

gnost

ic,

reco

rd o

f ac

hie

vem

ent,

org

anis

atio

n a

udit,

report

ing,

emplo

yer

requirem

ents

; in

form

ativ

e, e

g s

tuden

t’s

ow

n p

rogre

ss,

tuto

r’s

indiv

idual

and g

roup r

ecord

s of ac

hie

vem

ent,

cours

e re

view

.

3

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

lifel

ong lea

rnin

g

3.2

Sum

mar

ise

the

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in a

n o

rgan

isat

ion

□

Rec

ord

des

tinat

ion,

eg s

tuden

t re

cord

s, s

ecurity

, re

port

ing t

o

par

ents

or

emplo

yers

, ex

tern

al b

odie

s, insp

ection o

r le

ague

table

s,

inte

rnal

ver

ific

atio

n a

nd q

ual

ity

assu

rance

, org

anis

atio

n r

eport

ing

and f

undin

g,

tuto

r or

team

info

rmat

ion,

studen

t nee

ds,

support

nee

ds.


49


Delivery

The teaching and learning methods used in relation to assessment strategies should draw on material from learners’ own personal or professional experience wherever possible. Learners should be encouraged to use their understanding of different types and methods of assessment to provide materials for use in class and in assignments.

Material from learners’ relevant experiences should be supported by references to appropriate theory. Through working with groups of their peers, learners will have the opportunity to explore different approaches to assessment. This could then be used in their own teaching and assessment planning. It is important at this stage of the qualification delivery to focus on learner-centred approaches wherever possible. This unit provides the opportunity for peer teaching using a presentation or micro-teaching format.

Delivery should include opportunities for learners to use individual research in developing underpinning theory and principles that meet the Level 4 requirements of the unit.

This knowledge-based unit is designed to be delivered alongside the practical unit from the PTLLS qualifications, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Delivery should therefore be divided between formal delivery and directed assessment activities.

The key difference between this unit and the Level 3 unit with the same title is a greater emphasis on the range and depth of theoretical principles. It is therefore important that tutors give appropriate guidance and direction to learners in acquiring the required level of knowledge. Individual learners should follow up any taught sessions with an appropriate level of research.

Centres using the alternative Learning and Development unit, Unit 10: Understanding the Principles and Practice of Assessment (Level 3) in the PTLLS qualifications, may wish to adopt a different approach to the delivery of this unit.

Learning activities

These learning activities have been included as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, whole-group discussion and activities and individual learner activities. The relationship between the units in the qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.


At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.

Learning outcome 1:

Tutor presentation to provide the underpinning knowledge, theoretical principles of assessment practice and examples of the range of assessment types and methods to distinguish between types and methods.


50

Tutor presentation could be followed by discussion leading to introduction to learning and assessment activities.

Small-group presentations could evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs. This could be based on contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. Whole-group discussion could follow the small-group presentations.

Whole-group activity should be followed up by individual research activity.

Learning outcome 2:

Group activities based on the learning cycle provide an opportunity to build assessment more closely into stages of session planning. For Activity, Review, Theory and Apply, use a small-group activity (one to address each stage of the cycle) to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment for a topic of the group’s choice. Paired groups could then be used to exchange assessment activities, undertake peer assessment and provide constructive feedback. Small groups could then feed back for whole-group discussion.

Learning outcome 3:

Tutor overview on approaches to the mechanics of record keeping. Where learners from different contexts have specific knowledge but lack breadth of understanding (especially in justifying needs), tutor presentation can focus on developing the necessary breadth of understanding.

Individual research activities to clarify specific requirements of external bodies or organisations as preparation for session, and producing individual reports to summarise for the group.

Assessment


Using the opportunity for teaching by example, learners can see the process of assessment as an integral part of effective planning in learning and teaching. Through their own assessment experiences, as well as through working in groups with their peers, learners can develop case studies, research and resources to evidence their assessment activities. This must be supported through additional research in keeping with the Level 4 unit requirements.

Learners must be made aware of the range of possible evidence that they can draw on to support this unit which can include: written tasks, a diary or journal, research materials, awarding organisation or assessment documents, records of professional discussions, witness statements.

This unit also provides the opportunity for:

learner self-assessment — through the reflective elements of the small-group activities

peer assessment — as in sharing of assessment activities. Learners have the opportunity to show an ability to effectively receive and respond to feedback

individual research with guided learning activities for extended writing for building of portfolio evidence at Level 4.


51

If this unit is used as the basis for the micro-teaching activity, in conjunction with the practical unit in the PTLLS qualifications, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), it provides an ideal opportunity to include evidence of assessment feedback, from not only the tutor/observer, but also from the peers that make up the learning group. Self-assessment is also a crucial aspect of the reflection required following the micro-teaching activity. Self-assessment can incorporate feedback into the extended writing activity and provide the links between theory and practice.

It is particularly important at Level 4 to ensure that there are adequate opportunities for learners to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing to evidence background reading. The use of the standard Harvard referencing system is essential at Level 4. Where brief un-referenced reports are required they should be balanced with a more extended piece of written work where referencing is appropriate.

Level 3 activities can be used as the basis for the Level 4 assessment which must also include a piece of extended writing that meets the Level 4 requirements for academic rigour. A straightforward approach would be to create a single, essay-style analysis based on the personal learning log in order to examine strengths and weakness of different types and methods of assessment in lifelong learning and the role of learners and record keeping in the process.

Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) requires learners to use assessment methods to meet the needs of students. Therefore, all the assessment criteria in this unit can be addressed using assessment methods adopted for the micro-teaching session. This provides the opportunity to prepare the assessment aspect of the micro-teach, which can then be evaluated in practice during the micro-teaching session. This will retain the assessment integrity of the unit whilst reducing the need for additional evidence.

Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1 and 3.2:

Tutor input and group discussion on types of assessment.

The tutor-led activity could be followed by small-group activities and whole-group discussion on assessment methods, followed by small and whole-group discussion on strengths and weaknesses. Peer and self-assessment could also be done as a group activity.

Tutor presentation with individual research on records of assessment, followed by tutor presentation with individual research on organisation requirements.

Learners undertake individual directed study examining assessment and record- keeping.


Personal learning log plus organisation policies and procedures. Extended, referenced piece of research and writing.


52


Textbooks

Armitage A et al —Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674

Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242

Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials at www.geoffpetty.com)





Websites







53


Unit reference number: M/503/1229

QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning and the relationships between different professionals in the sector. The unit covers responsibilities for maintaining a safe and supportive learning environment for students.

This unit highlights some of the legislative and regulatory requirements that must be met by organisations and individuals to ensure the security and accessibility of learning and teaching. The unit also explores the roles and responsibilities of teachers, trainers and instructors in the different contexts that make up lifelong learning. Learners will address the responsibilities of teachers and trainers in promoting equality and valuing diversity when identifying and meeting students’ needs. The unit gives learners the opportunity to recognise the limitations and boundaries between the teaching role and those of other professionals and the need for possible referral in order to meet the needs of their students.

This unit addresses the specific responsibility of the teacher in promoting a safe and supportive learning environment where their students feel included. By addressing the responsibility for promoting appropriate behaviour, the unit emphasises the role of the teacher in placing their students at the centre of the learning process.

This unit links with the following units in the PTLLS qualifications: Unit 1: Facilitate Learning and Development in Groups (Level 3), Unit 2: Facilitate Learning and Development for Individuals (Level 3), Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), Unit 10: Understanding the Principles and Practices of Assessment (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).


There is no requirement to undertake practice for this unit.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

54

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

re

quirem

ents

and c

odes

of

pra

ctic

e re

lating t

o o

wn r

ole

and

resp

onsi

bili

ties

□

Ran

ge

of

legis

lation,

eg a

war

din

g o

rgan

isat

ion r

equirem

ents

, gove

rnm

ent

bodie

s.

□

Org

anis

atio

nal

sys

tem

s, e

g c

odes

of pra

ctic

e, e

qual

ity

and d

iver

sity

, hea

lth a

nd s

afet

y.

1.2

Exp

lain

ow

n r

esponsi

bili

ties

for

pro

moting e

qual

ity

and v

aluin

g

div

ersi

ty

□

Res

ponsi

bili

ties

for

equal

ity,

eg n

on-d

iscr

imin

atory

pra

ctic

e, s

upport

.

□

Val

uin

g d

iver

sity

, eg

lea

rnin

g n

eeds,

vis

ual

or

auditory

im

pai

rmen

t,

phys

ical

dis

abili

ty,

languag

e.

1.3

Exp

lain

ow

n r

ole

and

resp

onsi

bili

ties

in lifel

ong

lear

nin

g

□

Role

s, e

g t

each

er,

trai

ner

, co

ach,

inst

ruct

or,

ass

esso

r.

□

Res

ponsi

bili

ties

, eg

enfo

rcem

ent

of

org

anis

atio

n p

olic

ies

and

pro

cedure

s, p

repar

atio

n a

nd m

anag

emen

t of

lear

nin

g,

asse

ssm

ent

and r

ecord

kee

pin

g,

work

ing w

ith o

ther

s.

1

Under

stan

d o

wn

role

and

resp

onsi

bili

ties

in

lifel

ong lea

rnin

g

1.4

Exp

lain

ow

n r

ole

and

resp

onsi

bili

ties

in iden

tify

ing a

nd

mee

ting t

he

nee

ds

of

lear

ner

s

□

Iden

tify

ing n

eeds,

eg initia

l as

sess

men

t of

lear

nin

g n

eeds,

qual

ific

atio

n r

equirem

ents

, phys

ical

nee

ds.

□

Mee

ting n

eeds,

eg p

lannin

g lea

rnin

g,

man

agin

g s

tuden

ts,

reso

urc

ing,

asse

ssin

g.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

boundar

ies

bet

wee

n

the

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

□

Per

sonal

, eg

ski

lls,

exper

ience

, tim

e, r

esourc

es,

job d

escr

iption.

□

Rel

atio

ns

bet

wee

n t

each

ing r

ole

and o

ther

pro

fess

ional

s, e

g t

eam

ro

les,

lin

e m

anag

emen

t, s

upport

pro

fess

ional

s, q

ual

ity

assu

rance

.

2.2

D

escr

ibe

poin

ts o

f re

ferr

al t

o

mee

t th

e nee

ds

of

lear

ner

s □

Org

anis

atio

n s

yste

ms

and p

roce

dure

s, e

g a

dm

inis

trat

ion,

lear

nin

g

support

, st

uden

t se

rvic

es,

web

site

s.

□

Ext

ernal

agen

cies

, eg

spec

ialis

t su

pport

, gove

rnm

ent

agen

cies

, w

ork

re

late

d,

emplo

yers

.

2

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n t

each

ers

and o

ther

pro

fess

ional

s in

lif

elong lea

rnin

g

2.3

Sum

mar

ise

ow

n r

esponsi

bili

ties

in

rel

atio

n t

o o

ther

pro

fess

ional

s □

Per

sonal

, eg

tea

m r

ole

, re

sear

chin

g p

rovi

sion,

repre

senting s

tuden

ts.

□

Pro

fess

ional

, eg

lia

isin

g,

neg

otiat

ion w

ith p

rofe

ssio

nal

s, n

egotiat

ing

on b

ehal

f of

studen

t, c

om

munic

atin

g.

3.1

Exp

lain

ow

n r

esponsi

bili

ties

in

mai

nta

inin

g a

saf

e an

d

support

ive

lear

nin

g e

nvi

ronm

ent

□

Ow

n r

esponsi

bili

ties

, eg

phys

ical

envi

ronm

ent

incl

udin

g a

ppro

priat

e ve

nue,

hea

lth a

nd s

afet

y, p

lanned

lea

rnin

g w

hic

h is

stru

cture

d,

varied

, m

otiva

ting,

soci

al e

nvi

ronm

ent

dem

onst

rate

s in

clusi

on,

chal

lengin

g a

nti-s

oci

al b

ehav

iours

, en

coura

gin

g p

eer

support

, re

gula

r m

ainte

nan

ce c

hec

ks.

3

Under

stan

d o

wn

resp

onsi

bili

ty f

or

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g

envi

ronm

ent

3.2

Exp

lain

way

s to

pro

mote

ap

pro

priat

e beh

avio

ur

and

resp

ect

for

oth

ers

□

Est

ablis

hin

g s

tandar

ds,

eg p

olic

ies

and p

roce

dure

s, z

ero t

ole

rance

for

bully

ing,

valu

ing o

f in

div

idual

, m

odel

ling o

f des

ired

beh

avio

urs

.

□

Stu

den

t re

sponsi

bili

ty,

eg s

tuden

t an

d g

roup c

ontr

acts

, pee

r w

ork

ing,

incl

usi

on,

dis

cuss

ion o

f is

sues

, gro

up o

wner

ship

.


56


Delivery

Delivery could include tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. When using group delivery approaches, tutors could also build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge needed in a learning environment.

Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills in such a way that they can recognise these as being transferable to their students. The use of ICT or websites should be encouraged for setting up forums or discussion groups.

It is recommended that the delivery of this unit is not overly teacher-centred and that learner-centred approaches are encouraged wherever possible.

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, small-group activities, group presentations and discussion and individual activities.

As the assessment criteria are similar for both Level 3 and Level 4, it is possible to deliver these units together, although the content and skills for Level 4 require greater depth.

The distinction between levels can be achieved through the work required for assessment.

Some centres may wish to approach the units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity. This would be possible with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro-teaching putting them into practice. A summative evaluation and list of development needs would also be required.


Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assessments across all four units. This is usually most effective if tutor-led.


57

Learning outcomes 1 and 2:

These learning outcomes are suited to directed individual study with each learner, or group of learners, researching different aspects of legislation, regulatory requirements and codes of practice and sharing their findings with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations and approaches that could be used with their students.

Tutor-led group discussion on responsibilities for promoting equality and diversity, drawing on experiences from different contexts in the group. This can be followed through with descriptions of points of referral for students. Individual reflective activities can be included in learner records.

Based on three key areas: own role and responsibilities, sharing experiences in identifying the needs of students and boundaries and relationships between teaching roles and other professional roles.

Learning outcome 3:

Tutor-led session on methods of maintaining a purposeful environment and promoting appropriate behaviour. Learners reflect on their own learning, and then apply this to their own teaching context in completing assignments.

Assessment


Learners should be actively involved in the assessment process and be given opportunities to draw on relevant experiences when completing their assignments. Through their own experiences, as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities.

Learners must be made aware of the range of possible evidence that they can draw on to support this unit, which can include: written tasks, a diary or journal, research materials, records of professional discussions, witness statements, organisation and/or other formal documents, curriculum vitae and job description.

It is important for learners to understand how evidence from the following units can help inform roles, responsibilities and relationships: Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).



Assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1 and 3.2:

Learners fill out personal learning logs in which they reflect on legislation through mini-presentations (AC 1.1), roles and responsibilities activities (AC 1.3, 1.4, 2.1, 2.3), equality, diversity and referral activities (AC 1.2, 2.2) and creating a purposeful environment (AC 3.1, 3.2).


Personal learning logs, written record and research materials.


58


Textbooks

Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674

Gravells A and Simpson S — Equality and Diversity in the Lifelong Learning Sector, 1st Edition (Learning Matters, 2009) ISBN 9781844451975


Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials available to download at www.geoffpetty.com)




Education — Education Publishing Company


Websites


www.crll.org.uk Centre for Research in Lifelong Learning

www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway

www.ifl.ac.uk Institute for Learning

www.liflelonglearning.co.uk Lifelong Learning

www.lifelonglearningnetworks.org.uk Lifelong Learning Networks National Forum




www.uall.ac.uk Universities Association for Lifelong Learning


59


Unit reference number: M/503/1232

QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning, as well as the relationship between different professionals in lifelong learning. There is also a focus on the specific responsibility for maintaining a safe, supportive and inclusive learning environment for students.

This unit enables learners to address a range of legislative or regulatory requirements that impact on the lifelong learning sector. Learners will explore and analyse the specific responsibilities of teachers and trainers in promoting equality and valuing diversity in different contexts in order to understand, identify and meet the needs of a range of learners.

Learners will analyse the limitations and boundaries between the teaching role and those of other professionals, as well as reviewing points of referral to meet the needs of students. This includes reference to the principles that underlie the responsibilities and relationships in lifelong learning. In addition to establishing and maintaining a safe, supportive and inclusive learning environment, learners will find out how to promote appropriate behaviour and respect for others. In this way, learners are able to develop an understanding of their own responsibility for promoting an environment where their students feel included and they are central to the learning process.

Theory and practice can be combined by linking this unit with other relevant units in the PTLLS qualifications, including: Unit 3: Manage Learning and Development in Groups (Level 4), Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Unit 10: Understanding the Principles and Practices of Assessment (Level 3) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

60

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

re

quirem

ents

and c

odes

of

pra

ctic

e re

lating t

o o

wn r

ole

and

resp

onsi

bili

ties

□

Ran

ge

of

legis

lation,

eg g

ove

rnm

ent

bodie

s, p

rofe

ssio

nal

sta

ndar

ds,

aw

ardin

g o

rgan

isat

ion r

equirem

ents

; org

anis

atio

nal

polic

ies

and

pro

cedure

s, e

g c

odes

of

pra

ctic

e, e

qual

ity

and d

iver

sity

, hea

lth a

nd

safe

ty,

qual

ity

assu

rance

, st

andar

ds.

1.2

Anal

yse

ow

n r

esponsi

bili

ties

for

pro

moting e

qual

ity

and v

aluin

g

div

ersi

ty

□

Equal

ity,

eg o

pport

unity,

acc

essi

bili

ty,

non-d

iscr

imin

atory

pra

ctic

e,

studen

t su

pport

, w

ork

ing w

ith s

pec

ialis

t ag

enci

es.

□

Val

uin

g d

iver

sity

, eg

lea

rnin

g n

eeds,

exp

erie

nce

s, b

ackg

round,

visu

al o

r au

ditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

.

1.3

Eva

luat

e ow

n r

ole

and

resp

onsi

bili

ties

in lifel

ong

lear

nin

g

□

Indiv

idual

role

s, e

g s

pec

ialis

t te

acher

, tr

ainer

, tu

tor,

coac

h,

inst

ruct

or,

men

tor.

□

Profe

ssio

nal

role

s, e

g p

lannin

g lea

rnin

g a

nd a

sses

smen

t, r

ecord

ke

epin

g,

verifier

, te

am m

ember

, vo

cational

spec

ialis

t, e

mplo

yer

liais

on.

□

Res

ponsi

bili

ties

, eg

org

anis

atio

n p

olic

ies

and p

roce

dure

s,

qual

ific

atio

n r

equirem

ents

, pro

fess

ional

sta

ndar

ds,

man

agin

g

lear

nin

g a

nd s

tuden

ts.

1

Under

stan

d o

wn

role

and

resp

onsi

bili

ties

in

lifel

ong lea

rnin

g

1.4

Rev

iew

ow

n r

ole

and

resp

onsi

bili

ties

in iden

tify

ing a

nd

mee

ting t

he

nee

ds

of

lear

ner

s

□

Iden

tify

ing n

eeds,

eg initia

l as

sess

men

t, L

NA/T

NA (

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

), q

ual

ific

atio

n r

equirem

ents

, phys

ical

or

inte

llect

ual

and e

motional

nee

ds,

lea

rnin

g s

tyle

s.

□

Mee

ting n

eeds,

eg p

lannin

g lea

rnin

g,

man

agin

g s

tuden

ts,

reso

urc

ing,

asse

ssin

g,

support

ing,

faci

litat

ing,

team

work

ing.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Anal

yse

the

boundar

ies

bet

wee

n

the

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

□

Profe

ssio

nal

, eg

org

anis

atio

nal

, w

ork

ing e

nvi

ronm

ent,

voca

tional

ex

per

ience

, tim

e, r

esourc

es,

stan

dar

ds,

job d

escr

iption.

□

Per

sonal

, eg

subje

ct k

now

ledge,

ski

lls,

exper

ience

, co

nfiden

ce;

oth

er p

rofe

ssio

nal

s, e

g t

eam

role

s, lin

e m

anag

emen

t, o

rgan

isat

ion

hie

rarc

hy,

support

pro

fess

ional

s, q

ual

ity

assu

rance

, re

leva

nt

exte

rnal

pro

fess

ional

s.

2.2

Rev

iew

poin

ts o

f re

ferr

al t

o m

eet

the

nee

ds

of

lear

ner

s □

Org

anis

atio

n s

yste

ms

and p

roce

dure

s, e

g a

cadem

ic,

voca

tional

, per

sonal

, ad

min

istr

atio

n,

lear

nin

g s

upport

, st

uden

t se

rvic

es,

spec

ific

le

arnin

g n

eeds

pro

visi

on,

web

site

s.

□

Info

rmal

, eg

subje

ct s

pec

ialis

t, c

olle

ague,

pee

rs;

exte

rnal

agen

cies

eg

spec

ialis

t su

pport

, gove

rnm

ent

agen

cies

, w

ork

-rel

ated

, em

plo

yers

.

2

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n t

each

ers

and o

ther

pro

fess

ional

s in

lif

elong lea

rnin

g

2.3

Eva

luat

e ow

n r

esponsi

bili

ties

in

rela

tion t

o o

ther

pro

fess

ional

s □

Pers

onal

, eg

tea

m r

ole

, w

ork

ing w

ith o

ther

s, n

egotiat

ing o

n b

ehal

f of

studen

t, r

epre

senting,

com

munic

atin

g,

rese

arch

ing p

rovi

sion,

reco

gnis

ing o

wn lim

itat

ions,

join

ing p

rofe

ssio

nal

body.

□

Pro

fess

ional

, eg

lia

isin

g a

s ap

pro

priat

e, n

egotiat

ion w

ith

pro

fess

ional

s, w

ork

ing a

s a

team

mem

ber

.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

to e

stab

lish a

nd

mai

nta

in a

saf

e an

d s

upport

ive

lear

nin

g e

nvi

ronm

ent

□

Phys

ical

envi

ronm

ent,

eg a

ppro

priat

e ve

nue,

hea

lth a

nd s

afet

y,

sele

ctin

g e

quip

men

t.

□

Plan

ned

lea

rnin

g,

eg s

truct

ure

d,

varied

, ap

pro

priat

e le

vel of

chal

lenge,

motiva

ting,

reso

urc

ing.

□

Soci

al e

nvi

ronm

ent,

eg incl

usi

on,

valu

ing d

iver

sity

, ch

alle

ngin

g a

nti-

soci

al b

ehav

iours

, en

coura

gin

g p

eer

support

.

3

Under

stan

d o

wn

resp

onsi

bili

ty f

or

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g

envi

ronm

ent

3.2

Exp

lain

how

to p

rom

ote

ap

pro

priat

e beh

avio

ur

and

resp

ect

for

oth

ers

□

Appro

priat

e beh

avio

urs

, eg

tow

ards

teac

her

, pee

rs,

oth

ers.

□

Est

ablis

hin

g s

tandar

ds,

eg p

olic

ies

and p

roce

dure

s, z

ero t

ole

rance

fo

r bully

ing,

valu

ing o

f in

div

idual

, m

odel

ling o

f des

ired

beh

avio

urs

; st

uden

t re

sponsi

bili

ty,

eg s

tuden

t an

d g

roup c

ontr

acts

, pee

r w

ork

ing,

dis

cuss

ion o

f is

sues

, gro

up ‘ow

ner

ship

’.


63


Delivery

It is recommended that a variety of delivery methods are used in this unit, for example tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could also build in opportunities, through mini presentations, for learners to compare and contrast their own working practices and contexts with that of others in the group. This will help learners to develop reflective practices and recognise the importance of transferability of skills and knowledge in a learning environment.

It is important to provide a suitable level of challenge and breadth of study to meet the Level 4 requirements of the unit. The key difference between this unit at Level 4 and the same unit at Level 3 is that, at Level 4, greater emphasis is placed on theory, underpinning knowledge and learning skills. This means that tutor presentations should use a greater range and depth of theoretical principles. Emphasis should also be on the need for individual learners to follow up any taught sessions with analysis, evaluation and research. This research should be reinforced as the underlying character of the Level 4 qualification so that learners become familiar with the need to include referencing in their own work. The activities suggested below would allow for Level 3 and Level 4 to be delivered together with the distinction between the two levels becoming evident through the assessment.

Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Through working with groups of peers, learners have the opportunity to develop problem-solving and interpersonal skills, which they can transfer to their own students. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.

It is important not to over-teach this unit. The focus should be on learner-centred approaches wherever possible. Individual research, directed research and the internet should be used to develop underpinning theory and reinforce learner understanding appropriate to Level 4.

This knowledge unit should be delivered in conjunction with the PTLLS Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts, the learning time should be divided equally between formal delivery and directed assessment activities.

Some centres may wish to approach the units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity, or integrate the theory with the practical assessment to form a continuous programme, combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be delivered in any order.

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, group activities and presentations, individual learner presentations and other individual activities.


64

The activities are based on a Level 3 learning plan which enables levels 3 and 4 to be delivered together, with the distinction between the levels being achieved through the standard of work required in the assessment evidence.


Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assignments across units. This is usually most effective when tutor- led.


Due to the specificity of contextualised legal requirements and in order to avoid over-reliance on tutor-led sessions, these learning outcomes are suited to directed individual study. Each learner or group of learners could research different aspects of legislation, regulatory requirements and codes of practice. Learners should share this information with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations.

Learners participate in small-group activities with group presentations and discussion on three key areas: own role and responsibilities; experiences in identifying the needs of their own students; the boundaries and relationships between the teaching role and other professional roles.

A tutor presentation could provide structure to the outcomes of the group activities above. This could be followed by a tutor-led discussion, leading to a practical activity carried out by individuals or small groups. The activity focuses on problem solving by identifying and developing solutions to meet needs of students.

Learning outcome 3:

A tutor-led session focusing on the methods of maintaining a purposeful environment and promoting appropriate behaviour, based on skills, knowledge and understanding. Learners reflect on their own learning and then apply their knowledge to their own teaching context.

Assessment


The process of assessment should be an integral part of effective planning of learning and teaching. This should involve actively drawing on relevant experiences and issues raised through the session when completing assessments. Through their own experiences, as well as through working in groups with their peers, learners can develop case studies and resources to evidence their assessment activities.

Evidence for the unit can include: written tasks, diary or journal, research materials, records of professional discussion or witness statements, organisational or other formal documents, curriculum vitae and job description. At Level 4, learners should reference background reading appropriately and explain the links between principles and practice.


65

It is important for learners to understand how evidence from the following PTLLS units can help inform roles, responsibilities and relationships: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, links should be made to the relevant learning and development units: Unit 3: Manage Learning and Development in Groups (Level 4) and Unit 10: Understanding the Principles and Practices of Assessment (Level 3).

Some centres may wish to assess all of the units in the level 3 or level 4 PTLLS qualifications as a single, holistic, integrated assignment, for example with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with the micro-teaching evidenced through practice. This would then require a summative evaluation and requirements for development with appropriate word counts and pointers towards referencing throughout.

Assessment activities:

Below are some suggested assessment activities that cover all the assessment criteria. This differs from the assessment suggested for Level 3 in terms of the breadth required. Activities should be approached holistically and the links between tasks reinforced. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources as required.

Assessment criteria 1.1, 1.2, 1.3 and 1.4:

Learners research an agreed aspect of legislation, regulatory requirements and codes of practice relating to their own role and responsibilities.

Learners use findings from their individual research to make a mini-presentation to members of their group.

Learners follow up their mini-presentations by writing a brief report to summarise their own findings, along with issues raised by others in the group. The report should cover the widest possible range of areas in lifelong learning. Learners analyse their own responsibilities in promoting equality and demonstrating the valuing of diversity. In doing so, they use their research into equality and diversity legislation as well as their own understanding of possible needs of their students. Learners could obtain a copy of their own contract or job description. Alternatively, an equivalent job advertisement from a newspaper would suffice. For each aspect of the role, learners write their own review of the associated responsibilities in lifelong learning, making specific reference to their own responsibility for identifying and meeting the needs of their students.


Mini-presentations, brief written report and research materials.


66


Whole-group discussion on equality and diversity followed by small-group activities associated with roles and responsibilities.

Individual activity to complete personal learning logs, producing a follow-up record of discussion. Using their earlier research on codes of practice and roles and responsibilities, learners explain what they see as the boundaries between their own role as a teacher and other professional roles in lifelong learning. They also explain their own responsibilities in relation to other professionals. Specific reference should be made to points of referral available for their own students where learners feel this is beyond the boundaries of their own role.


Personal learning log and brief written review.


A tutor-led discussion on maintaining a safe and supportive learning environment.

Learners describe individually what is meant by a ‘safe and supportive learning environment’ and suggest how, as a teacher, they would establish, maintain and promote this and ensure their students also take responsibility through appropriate behaviour.


Personal learning log, brief written review, extended written assessments, with references included.


Textbooks






Rogers J — Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773




67

Websites


www.crll.org.uk Centre for Research in Lifelong Learning

www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway

www.ifl.ac.uk Institute for Learning





68


Unit reference number: T/503/1233

QCF level: 3


Credit value: 3


Unit aim

The aim of the unit is to enable learners to understand learning and teaching strategies and approaches in lifelong learning and how to use them to meet the needs of students. The unit covers how to create a learning environment that engages and motivates students.

This unit enables learners to recognise different approaches to learning and teaching that reflect their students’ needs and different learning styles, as well as the requirements of their specialist area.

There is a focus on creating an inclusive learning environment, working with ground rules that promote respect for others. The unit addresses the importance of inclusion in selecting learning and teaching techniques, resources and assessment opportunities so that these meet the needs of students and promote learning, whilst providing opportunities to practise skills in language, literacy, numeracy and ICT.

This unit has specific links with the following PTLLS units: Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).



BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

69

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sum

mar

ise

lear

nin

g a

nd

teac

hin

g s

trat

egie

s use

d in o

wn

spec

ialis

m

□

Spec

ialis

t re

quirem

ents

, eg

subje

ct c

onte

nt,

know

ledge,

ski

lls,

under

stan

din

g.

□

Str

ateg

ies,

eg v

arie

d,

lear

ner

-cen

tred

, in

div

idual

or

gro

up w

ork

, flex

ible

, re

leva

nt.

□

Tea

chin

g,

eg t

uto

r-le

d,

pre

senta

tion,

dis

cuss

ion,

pra

ctic

al,

rese

arch

, fiel

dw

ork

, dis

tance

or

ble

nded

lea

rnin

g,

ILT (

info

rmat

ion a

nd lea

rnin

g

tech

nolo

gy)

.

1.2

Exp

lain

how

appro

aches

to

lear

nin

g a

nd t

each

ing in o

wn

spec

ialis

m m

eet

the

nee

ds

of

lear

ner

s

□

Lear

nin

g c

ycle

, eg

Kolb

(ac

tive

exp

erim

enta

tion,

concr

ete

exper

ience

, re

flec

tive

obse

rvat

ion,

abst

ract

conce

ptu

alis

atio

n).

□

Lear

nin

g s

tyle

s, e

g H

oney

and M

um

ford

(ac

tivi

st,

reflec

tor,

theo

rist

, pra

gm

atis

t);

effe

ctiv

enes

s, e

g S

WO

T a

nal

ysis

(st

rength

s,

wea

knes

ses,

opport

unitie

s an

d t

hre

ats)

, ad

apta

bili

ty,

flex

ibili

ty,

fit

for

purp

ose

.

1

Under

stan

d

lear

nin

g a

nd

teac

hin

g s

trat

egie

s in

lifel

ong lea

rnin

g

1.3

D

escr

ibe

aspec

ts o

f in

clusi

ve

lear

nin

g

□

Iden

tify

ing n

eeds,

eg initia

l as

sess

men

t, indiv

idual

nee

ds,

lea

rnin

g

styl

es,

support

nee

ds.

□

Str

ateg

ies,

eg I

LP (

indiv

idual

lea

rnin

g p

lans)

, va

ried

and f

lexi

ble

ap

pro

aches

, ac

tive

lea

rnin

g,

studen

t-ce

ntr

ed,

ble

nded

lea

rnin

g,

use

of

ICT,

pee

r w

ork

ing,

smal

l or

larg

e. g

roup a

ctiv

itie

s, indep

enden

t direc

ted r

esea

rch.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

to s

elec

t in

clusi

ve

lear

nin

g a

nd t

each

ing t

echniq

ues

□

Spec

ialis

t ar

ea r

equirem

ents

, eg

uniq

ue

aspec

ts,

qual

ific

atio

n

requirem

ents

, sp

ecia

list

know

ledge

and s

kills

.

□

Nat

ure

of

studen

ts,

eg a

ctiv

e, r

efle

ctiv

e, t

heo

rist

s, p

lanner

s,

indiv

idual

nee

ds,

gro

up s

ize

and d

iver

sity

.

□

Issu

es,

eg p

hys

ical

or

econom

ic c

onst

rain

ts,

reso

urc

es,

soci

al a

nd

inte

llect

ual

mix

.

2.2

Exp

lain

how

to s

elec

t re

sourc

es

that

mee

t th

e nee

ds

of

lear

ner

s □

Spec

ialis

t ar

ea r

equirem

ents

, eg

spec

ialis

t re

sourc

es,

acco

mm

odat

ion,

equip

men

t.

□

Pra

ctic

ality,

eg s

uitab

ility

, av

aila

bili

ty,

acce

ssib

ility

, flex

ibili

ty,

finan

cial

const

rain

ts,

tech

nic

al iss

ues

, fit

for

purp

ose

.

□

Des

ign,

eg a

ppro

priat

e to

stu

den

t nee

ds,

lan

guag

e, s

tyle

, qual

ity,

quan

tity

, IC

T,

incl

usi

ve,

adap

table

, re

-use

able

.

2.3

Exp

lain

how

to c

reat

e as

sess

men

t opport

unitie

s th

at

mee

t th

e nee

ds

of

lear

ner

s

□

Form

al a

nd info

rmal

chec

ks o

n lea

rnin

g;

purp

ose

, eg

aw

ardin

g

org

anis

atio

n r

equirem

ents

, org

anis

atio

n r

equirem

ents

, re

cord

ing

pro

gre

ss,

report

ing,

opport

unitie

s to

pro

vide

studen

t w

ith f

eedbac

k,

pro

duct

or

pro

cess

, ongoin

g.

□

Appro

priat

enes

s, e

g t

o s

kills

, kn

ow

ledge

and u

nder

stan

din

g,

tim

ely,

su

itab

le,

addre

ssin

g indiv

idual

nee

ds.

2

Under

stan

d h

ow

to

crea

te incl

usi

ve

lear

nin

g a

nd

teac

hin

g in lifel

ong

lear

nin

g

2.4

Exp

lain

how

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

lan

guag

e,

num

erac

y an

d I

CT s

kills

□

Lite

racy

, eg

res

earc

h,

writt

en a

ctiv

itie

s, r

efle

ctiv

e w

riting.

□

Languag

e, e

g d

iscu

ssio

n,

deb

ate,

sm

all-

gro

up a

ctiv

itie

s,

pre

senta

tions.

□

Num

erac

y, e

g r

ecord

s, t

allie

s, m

easu

ring,

gra

phs.

□

ICT,

eg r

esea

rch,

assi

gnm

ent

writing,

foru

ms,

min

i-pre

senta

tions.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

way

s to

engag

e an

d

motiva

te lea

rner

s in

an incl

usi

ve

lear

nin

g e

nvi

ronm

ent

□

Engag

ing,

eg s

tim

ula

ting,

varied

appro

aches

, ac

tive

, re

leva

nt,

cle

ar

and s

har

ed o

utc

om

es,

indiv

idual

and g

roup a

ctiv

itie

s.

□

Motiva

ting,

eg r

ange

of

teac

hin

g a

nd lea

rnin

g s

tyle

s, s

tuden

t in

volv

emen

t an

d o

wner

ship

of

targ

ets,

rec

ognis

ing a

chie

vem

ents

.

□

Equal

ity

of

opport

unity,

eg a

cces

sibili

ty,

diffe

rentiat

ion,

studen

t-ce

ntr

ed.

3.2

Sum

mar

ise

way

s to

est

ablis

h

gro

und r

ule

s w

ith lea

rner

s to

pro

mote

res

pec

t fo

r oth

ers

□

Stu

den

t par

tici

pat

ion,

eg L

NA/T

NA (

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

), n

egotiat

ion,

explo

ring d

iver

sity

, id

entify

ing indiv

idual

and

gro

up n

eeds,

val

uin

g c

ontr

ibutions

of

oth

ers,

under

stan

din

g t

he

nee

d

for

resp

ect.

□

Stu

den

t re

sponsi

bili

ty,

eg indiv

idual

or

gro

up c

ontr

acts

, in

div

idual

gro

und r

ule

s, o

wner

ship

of

lear

nin

g,

pee

r w

ork

ing o

r as

sess

men

t,

gro

up f

oru

m,

ILP (

indiv

idual

lea

rnin

g p

lans)

.

3

Under

stan

d w

ays

to c

reat

e a

motiva

ting

lear

nin

g

envi

ronm

ent

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k th

at

motiva

tes

lear

ner

s

□

Provi

din

g f

eedbac

k, e

g f

orm

al a

nd info

rmal

opport

unitie

s, r

egula

r,

inte

rcep

tion,

task

focu

sed,

reflec

ting indiv

idual

nee

d,

reco

gnis

ing

achie

vem

ent.

□

Way

s, e

g q

ues

tion a

nd a

nsw

er,

tuto

rial

, w

ritt

en,

spoke

n,

gro

up,

indiv

idual

; te

chniq

ues

, eg

PCP (

pra

ise,

critici

sm,

pra

ise)

, m

edal

-and-

mis

sion,

enco

ura

gin

g s

elf-

and p

eer

asse

ssm

ent.


72


Delivery

Tutor presentations, individual activities and group activities are especially helpful

in the delivery of this unit as they will give learners experience of a range of teaching methods. Mini-presentations will allow learners to compare and contrast their own working practices and contexts with that of others in the group. They also give learners the chance to try out new skills and build on their own experiences. Wherever possible, learning and teaching should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment.

Learners should draw on material from their own experiences to use in class and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.

Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. The focus should be on learner-centred approaches wherever possible.

This knowledge-based unit should be delivered alongside the practical PTLLS Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). In most delivery contexts, time should be divided equally between formal delivery and directed assessment activities. As the assessment criteria in this Level 3 unit are similar to those in the equivalent Level 4 unit with the same title, it is possible for the units to be delivered together. Centres offering the learning and development alternative units in the PTLLS qualification, Unit 1: Facilitate Learning and Development in Groups (Level 3) and/or Unit 2: Facilitate Learning and Development for Individuals (Level 3) may wish to adopt a different approach to the delivery of this unit.

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions, small-group activities, whole-group discussions and individual activities.

The links between all the units in the PTLLS qualifications should be highlighted to demonstrate ways that the assessments, activities and assessment evidence can be related to more than one unit. It is essential for learners to make the links between this unit and the practical PTLLS Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).

The suggested learning activities for this unit are based on micro-teaching.


73


A starting point for this unit could be to negotiate, as a group, ground rules that recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.

Learning outcome 1:

Tutor-led activities with the opportunity for question and answer sessions providing underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles — Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).

Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.


A small-group activity to evaluate the effectiveness of different approaches to learning and teaching, linking this to the importance of an inclusive approach. Learners could use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (for example using lists or cards) — one group starts with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans must include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.

A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.

Learning outcome 3:

Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session establishes principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.

Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to the PTLLS Unit 4: Principles of Assessment in Lifelong Learning (Level 3).

Assessment


Learners should be actively involved in the assessment process and given opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include: written tasks, a diary or journal, research materials, key skills, basic skills, and functional skills documents, a record of professional discussion and witness statements.


74

It is important for learners to understand how evidence from the following units can help inform this unit: Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 13: Principles of Assessment in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). Assessment criteria 1.2 and 2.1 in this unit have particularly important links with Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).

Some centres may wish to approach all the units of the level 3 or level 4 qualification as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. A summative evaluation and list of development needs would also be required.


Below are some suggested assessment activities that cover the assessment criteria through specific entries in a single reflective activity. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.


Tutor presentation on strategies used in lifelong learning.

Learners follow up tutor presentation with individual research, including references to own specialism.


Personal learning log (linked to micro-teach).


Tutor presentation focusing on inclusive strategies.

Learners follow up tutor presentation with individual research, including references to own specialist area.

Tutor presentation focusing on effective learning and teaching, including selection of effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.

Discussion and mini-presentations to follow the tutor presentation to focus on specific aspects of meetings student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.


Personal learning log, specific materials relating to functional skills.


A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.

Assessment evidence



75


Textbooks









Websites







76


Unit reference number: F/503/1235

QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to understand teaching and learning strategies and approaches in lifelong learning and how these can be used to meet the needs of learners. This unit also covers how to create a learning environment that engages and motivates learners.

It is important for a teacher to understand their students’ needs and learning styles, as well as the requirements of their specialist area. This unit helps learners to recognise the effectiveness of different approaches to learning and teaching by requiring them to analyse and evaluate strategies.

The unit examines basic principles and theories of inclusion and gives learners the opportunity to analyse different approaches. The unit extends consideration of inclusion through reviewing resources and assessment opportunities. A review of how to provide opportunities for students to practise a basic level of skills in language, literacy, numeracy and ICT is also required.

The unit also covers how underpinning knowledge can inform teaching methods to create a motivating learning environment. Learners will be expected to explain how to establish ground rules to promote respect and review ways to give constructive feedback.

This unit has specific links to the following units in the PTLLS qualifications: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

77

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Anal

yse

lear

nin

g a

nd t

each

ing

stra

tegie

s use

d in o

wn

spec

ialis

m

□

Spec

ialis

t re

quirem

ents

, eg

subje

ct c

onte

nt,

know

ledge,

ski

lls,

under

stan

din

g,

□

Str

ateg

ies,

eg v

arie

d,

lear

ner

-cen

tred

, in

div

idual

or

gro

up w

ork

, flex

ible

, re

leva

nt.

□

Tea

chin

g,

eg t

uto

r-le

d,

pre

senta

tion,

dis

cuss

ion,

pra

ctic

al,

rese

arch

, fiel

dw

ork

, dis

tance

or

ble

nded

lea

rnin

g,

ILT (

info

rmat

ion a

nd lea

rnin

g

tech

nolo

gy)

.

1.2

Eva

luat

e th

e ef

fect

iven

ess

of

appro

aches

to lea

rnin

g a

nd

teac

hin

g in o

wn s

pec

ialis

t ar

ea

in m

eeting n

eeds

of

lear

ner

s

□

Lear

nin

g c

ycle

, eg

Kolb

(ac

tive

exp

erim

enta

tion,

concr

ete

exper

ience

, re

flec

tive

obse

rvat

ion,

abst

ract

conce

ptu

alis

atio

n).

□

Lear

nin

g s

tyle

s, e

g H

oney

and M

um

ford

(ac

tivi

st,

reflec

tor,

theo

rist

, pra

gm

atis

t).

□

Effec

tive

nes

s, e

g S

WO

T a

nal

ysis

(st

rength

s, w

eakn

esse

s,

opport

unitie

s an

d t

hre

ats)

, ad

apta

bili

ty,

flex

ibili

ty,

fit

for

purp

ose

.

1

Under

stan

d

lear

nin

g a

nd

teac

hin

g s

trat

egie

s in

lifel

ong lea

rnin

g

1.3

Eva

luat

e as

pec

ts o

f in

clusi

ve

lear

nin

g

□

Iden

tify

ing n

eeds,

eg initia

l as

sess

men

t, indiv

idual

nee

ds,

lea

rnin

g

styl

es,

support

nee

ds.

□

Str

ateg

ies,

eg I

LP (

indiv

idual

lea

rnin

g p

lans)

, va

ried

and f

lexi

ble

ap

pro

aches

, ac

tive

lea

rnin

g,

studen

t-ce

ntr

ed,

ble

nded

lea

rnin

g,

use

of

ICT,

pee

r w

ork

ing,

smal

l or

larg

e gro

up a

ctiv

itie

s, indep

enden

t direc

ted r

esea

rch.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Anal

yse

incl

usi

ve a

ppro

aches

to

lear

nin

g a

nd t

each

ing

□

Spec

ialis

t ar

ea r

equirem

ents

, eg

uniq

ue

aspec

ts,

qual

ific

atio

n

requirem

ents

, sp

ecia

list

know

ledge

and s

kills

.

□

Nat

ure

of

studen

ts,

eg a

ctiv

e, r

efle

ctiv

e, t

heo

rist

s, p

lanner

s,

indiv

idual

nee

ds,

gro

up s

ize

and d

iver

sity

.

□

Issu

es,

eg p

hys

ical

or

econom

ic c

onst

rain

ts,

reso

urc

es,

soci

al a

nd

inte

llect

ual

mix

.

2.2

Anal

yse

how

to s

elec

t re

sourc

es

to m

eet

the

nee

ds

of

lear

ner

s □

Spec

ialis

t ar

ea r

equirem

ents

, eg

spec

ialis

t re

sourc

es,

acco

mm

odat

ion,

equip

men

t.

□

Pra

ctic

ality,

eg s

uitab

ility

, av

aila

bili

ty,

acce

ssib

ility

, flex

ibili

ty,

finan

cial

const

rain

ts,

tech

nic

al iss

ues

, fit

for

purp

ose

.

□

Des

ign,

eg a

ppro

priat

e to

stu

den

t nee

ds,

lan

guag

e, s

tyle

, qual

ity,

quan

tity

, IC

T,

incl

usi

ve,

adap

table

, re

-use

able

.

2.3

Exp

lain

how

to c

reat

e as

sess

men

t opport

unitie

s th

at

mee

t th

e nee

ds

of

lear

ner

s

□

Form

al a

nd info

rmal

chec

ks o

n lea

rnin

g;

purp

ose

, eg

aw

ardin

g

org

anis

atio

n r

equirem

ents

, org

anis

atio

n r

equirem

ents

, re

cord

ing

pro

gre

ss,

report

ing,

opport

unitie

s to

pro

vide

studen

t w

ith f

eedbac

k,

pro

duct

or

pro

cess

, ongoin

g.

□

Appro

priat

enes

s, e

g t

o s

kills

, kn

ow

ledge

and u

nder

stan

din

g,

tim

ely,

su

itab

le,

addre

ssin

g indiv

idual

nee

ds.

2

Under

stan

d h

ow

to

crea

te incl

usi

ve

lear

nin

g a

nd

teac

hin

g in lifel

ong

lear

nin

g

2.4

Rev

iew

how

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctic

e th

eir

liter

acy,

lan

guag

e,

num

erac

y an

d I

CT s

kills

□

Lite

racy

, eg

res

earc

h,

writt

en a

ctiv

itie

s, r

efle

ctiv

e w

riting.

□

Languag

e, e

g d

iscu

ssio

n,

deb

ate,

sm

all-

gro

up a

ctiv

itie

s,

pre

senta

tions.

□

Num

erac

y, e

g r

ecord

s, t

allie

s, m

easu

ring,

gra

phs.

□

ICT,

eg r

esea

rch,

assi

gnm

ent

writing,

foru

ms,

min

i-pre

senta

tions.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

to e

ngag

e an

d

motiva

te lea

rner

s in

an incl

usi

ve

lear

nin

g e

nvi

ronm

ent

□

Engag

ing,

eg s

tim

ula

ting,

varied

appro

aches

, ac

tive

, re

leva

nt,

cle

ar

and s

har

ed o

utc

om

es,

indiv

idual

and g

roup a

ctiv

itie

s.

□

Motiva

ting,

eg r

ange

of

teac

hin

g a

nd lea

rnin

g s

tyle

s, s

tuden

t in

volv

emen

t an

d o

wner

ship

of

targ

ets,

rec

ognis

ing a

chie

vem

ents

.

□

Equal

ity

of

opport

unity,

eg a

cces

sibili

ty,

diffe

rentiat

ion,

studen

t-ce

ntr

ed.

3.2

Exp

lain

how

to e

stab

lish g

round

rule

s w

ith lea

rner

s to

pro

mote

re

spec

t fo

r oth

ers

□

Stu

den

t par

tici

pat

ion,

eg L

NA/T

NA (

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

), n

egotiat

ion,

explo

ring d

iver

sity

, id

entify

ing indiv

idual

and

gro

up n

eeds,

val

uin

g c

ontr

ibutions

of

oth

ers,

under

stan

din

g t

he

nee

d

for

resp

ect.

□

Stu

den

t re

sponsi

bili

ty,

eg indiv

idual

or

gro

up c

ontr

acts

, in

div

idual

gro

und r

ule

s, o

wner

ship

of

lear

nin

g,

pee

r w

ork

ing o

r as

sess

men

t,

gro

up f

oru

m,

ILP (

indiv

idual

lea

rnin

g p

lans)

.

3

Under

stan

d w

ays

to c

reat

e a

motiva

ting

lear

nin

g

envi

ronm

ent

3.3

Rev

iew

way

s to

giv

e co

nst

ruct

ive

feed

bac

k to

motiva

te lea

rner

s □

Provi

din

g f

eedbac

k, e

g f

orm

al a

nd info

rmal

opport

unitie

s, r

egula

r,

inte

rcep

tion,

task

focu

sed,

reflec

ting indiv

idual

nee

d,

reco

gnis

ing

achie

vem

ent.

□

Way

s, e

g q

ues

tion a

nd a

nsw

er,

tuto

rial

, w

ritt

en,

spoke

n,

gro

up,

indiv

idual

; te

chniq

ues

eg P

CP (

pra

ise,

critici

sm,

pra

ise)

, m

edal

-and-

mis

sion,

enco

ura

gin

g s

elf-

and p

eer

asse

ssm

ent.


80


Delivery

It is recommended that centres use a range of teaching and learning methods for this unit, for example individual activities, group activities and tutor presentations. Mini-presentations will enable learners to compare and contrast their own working practices and contexts with that of others in the group. It also allows them to try out new skills and build on their own experiences.

Wherever possible, learning and teaching used should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the importance of the transferability of skills and knowledge in a learning environment.

Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Working with groups of peers, learners will have the opportunity to develop problem-solving and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.

Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible. Learners should use individual research and the internet in developing underpinning theory and principles appropriate to the required level of challenge and breadth of study for this Level 4 unit.

This knowledge-based unit should be taught alongside the practical PTLLS unit, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts, the recommended number of guided learning hours should be divided equally between formal delivery and directed assessment activities.

A key difference between this Level 4 unit and the Level 3 unit with the same title is that at Level 4 greater emphasis needs to be placed on theory, underpinning knowledge and learning skills. This requires tutor presentations to make use of a greater range and depth of theoretical principles, whilst emphasising the need for individual learners to follow up taught sessions with an appropriate level of research. The suggested learning activities allow for this Level 4 unit and the corresponding Level 3 unit to be delivered together, with differentiation becoming evident through the assessment strategy.

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor-led discussions, small-group activities, whole-group discussions and individual activities.

It is essential for learners to make the links between this knowledge unit and the practical PTLLS unit, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).


81

These learning activities may be incorporated into those of other units to form a continuous programme combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be presented in any order.

Centres using the Learning and Development alternative unit, Unit 3: Manage Learning in Groups (Level 4), may wish to adopt a different approach to the delivery of this unit.

The suggested learning activities for this unit are based on micro-teaching.


A starting point for this unit could be to negotiate, as a group, ground rules which recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.

Learning outcome 1:

Tutor-led activities with the opportunity for question and answer sessions to provide underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles — Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).

Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.


A small-group activity to evaluate the effectiveness of different approaches to teaching and learning and to analyse inclusive approaches. Learners use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (for example using lists or cards) — one group to start with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.

A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.

Learning outcome 3:

Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session could establish principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.

Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to the PTLLS unit, Unit 5: Principles of Assessment in Lifelong Learning (Level 4).


82

Assessment


Learners should be actively involved in the assessment process and be provided with opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include written tasks, a diary or journal, research materials, key skills, basic skills and functional skills documents, a record of professional discussion and witness statements.

It is important for learners to understand how evidence from the following PTLLS units can help inform this unit: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Assessment criteria 1.2 and 2.1 of this unit have particularly important links with Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).

Some centres may wish to approach all units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. Learners could finish with a summative evaluation and list of development needs.

It is important that Level 4 learners have adequate opportunities to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing of background reading. The use of the standard Harvard referencing system is essential at Level 4. Where brief, unreferenced reports are used to provide the basis of the assessment, they should be balanced by a more extended piece of written work, where referencing is appropriate.


The assessment activities below are for guidance only and it is recommended that, where appropriate, centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. Level 3 activities are used as the basis for covering the assessment criteria. Using the Level 3 assessment activities as the basis for the extended writing will reinforce the opportunities for delivering Level 3 and Level 4 together; the distinction between levels should be clear in the final assessment evidence. A piece of extended work can be added to meet the Level 4 requirements. This enables tutors to decide the level that learners have the potential of achieving based on the skills, knowledge and understanding they show throughout the unit (or combination of units, if a holistic approach is adopted).

One approach could be to create a single essay-style analysis based on the personal learning log, considering approaches to inclusive, effective and motivational learning and teaching that includes resourcing and assessment. This can also link to the PTLLS unit, Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4).


83


Tutor presentation on strategies used in lifelong learning.

Learners follow up tutor presentation with individual research, including references to own specialist area and aspects of inclusive learning.


Personal learning log (linked to micro-teach).


Tutor presentation focusing on inclusive strategies.

Learners follow up tutor presentation with individual research, including references to their own specialist area.

Tutor presentation focusing on effective learning and teaching, including inclusive approaches, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.

Group discussion and mini-presentations to focus on specific aspects of meeting student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.


Personal learning log, specific materials relating to functional skills.


A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.



Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 and 3.3:

Individual directed study into effectives of approaches in specialist area.


Extended writing with referencing.


Textbooks







84





Websites







85

Unit 10: Understanding the Principles and Practices of Assessment (Level 3)

Unit reference number: D/601/5313

QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.


There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.

The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.


BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

86

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

funct

ion o

f as

sess

men

t in

lea

rnin

g a

nd

dev

elopm

ent

□

Funct

ions,

eg m

easu

rem

ent

and r

ecord

ing o

f ac

hie

vem

ent,

id

entifica

tion o

f in

div

idual

stu

den

t nee

ds,

form

ativ

e or

sum

mat

ive

asse

ssm

ent,

fit f

or

purp

ose

, as

sess

men

t ag

ainst

sta

ndar

ds

and

per

form

ance

/ass

essm

ent

criter

ia,

monitoring d

evel

opm

ent,

ev

iden

ce f

or

per

form

ance

rev

iew

/tar

get

s/ b

ench

mar

king,

contr

ibuting t

o q

ual

ity

assu

rance

, dev

elopm

ent

of

bes

t pra

ctic

e.

1.2

D

efin

e th

e ke

y co

nce

pts

and

princi

ple

s of

asse

ssm

ent

□

Purp

ose

, eg

who is

it f

or?

— lea

rner

, tr

ainer

, as

sess

or,

org

anis

atio

n,

emplo

yer;

ass

essm

ent

as p

art

of

the

lear

nin

g o

r tr

ainin

g c

ycle

eg t

o

reco

gnis

e prior

lear

nin

g,

to iden

tify

spec

ific

ass

essm

ent

requirem

ents

; as

sess

men

t of

spec

ific

lea

rnin

g d

om

ains

eg B

andle

r an

d G

rinder

’s p

sych

om

oto

r/ c

ognitiv

e/af

fect

ive

— s

kills

, kn

ow

ledge

or

under

stan

din

g.

1

Under

stan

d t

he

princi

ple

s an

d

requirem

ents

of

asse

ssm

ent

1.3

Exp

lain

the

resp

onsi

bili

ties

of

the

asse

ssor

□

Ran

ge

of

resp

onsi

bili

ties

, eg

to t

he

studen

t, t

he

emplo

yer,

the

org

anis

atio

n,

occ

upat

ional

sta

ndar

ds,

aw

ardin

g o

rgan

isat

ion;

pra

ctic

al r

esponsi

bili

ties

, eg

pla

nnin

g,

man

agin

g a

nd d

eliv

erin

g

asse

ssm

ent;

mai

nta

inin

g t

he

inte

grity

of

the

qual

ific

atio

n;

studen

t-ce

ntr

ed a

sses

smen

t.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Id

entify

the

regula

tions

and

requirem

ents

rel

evan

t to

as

sess

men

t in

ow

n a

rea

of

pra

ctic

e

□

Reg

ula

tory

bodie

s of

stan

dar

ds,

eg O

fqual

, Sec

tor

Ski

lls C

ounci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lear

nin

g;

oth

er r

egula

tions,

eg

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

/dis

abili

ty a

ct,

dat

a pro

tect

ion,

safe

guar

din

g s

tuden

ts d

uring a

sses

smen

t;

reco

rdin

g/t

rack

ing a

nd loggin

g a

sses

smen

t dec

isio

ns,

co

mm

unic

atin

g d

ecis

ions

with s

tuden

ts,

stan

dar

dis

atio

n,

moder

atio

n a

nd q

ual

ity

assu

rance

of

asse

ssm

ent.

2

Under

stan

d

diffe

rent

types

of

asse

ssm

ent

met

hod

2.1

Com

par

e th

e st

rength

s an

d

limitat

ions

of

a ra

nge

of

asse

ssm

ent

met

hods

with

refe

rence

to t

he

nee

ds

of

indiv

idual

lea

rner

s

□

Ran

ge

of

asse

ssm

ent

met

hods

for

per

form

ance

-bas

ed a

sses

smen

t of

skill

s or

know

ledge-

bas

ed a

sses

smen

t of

under

stan

din

g,

indiv

idual

or

gro

up a

sses

smen

t; f

it f

or

purp

ose

, eg

stu

den

t nee

ds,

co

nte

xt;

mea

sure

s of

achie

vem

ent,

eg p

erfo

rman

ce c

rite

ria,

as

sess

men

t cr

iter

ia,

leve

ls s

tandar

ds;

pra

ctic

al lim

itat

ions,

eg

num

ber

s in

volv

ed,

range,

opport

unity,

rel

iabili

ty,

tim

e co

nst

rain

ts,

reso

urc

es,

staf

fing.

3.1

Sum

mar

ise

key

fact

ors

to

consi

der

when

pla

nnin

g

asse

ssm

ent

□

Form

al,

eg a

ddre

ssin

g r

egula

tions

or

stan

dar

ds,

stu

den

t, e

mplo

yer,

busi

nes

s nee

ds;

tim

ing o

f as

sess

men

t, e

g initia

l/pre

-cours

e,

form

ativ

e, s

um

mat

ive,

rec

ognis

ing p

rior

lear

nin

g;

range

of

met

hods/

activi

ties

to m

eet

studen

t nee

ds,

eg o

bse

rvat

ion,

per

form

ance

evi

den

ce,

dis

cuss

ion,

witnes

s/ s

tuden

t st

atem

ent,

te

sts,

multip

le-c

hoic

e ques

tions,

writt

en a

ctiv

ity,

ref

lect

ive

journ

al,

verb

al q

ues

tionin

g;

nat

ura

lly o

ccurr

ing e

viden

ce;

spec

ific

nee

ds.

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.2

Eva

luat

e th

e ben

efits

of

usi

ng a

holis

tic

appro

ach t

o a

sses

smen

t □

Ben

efits,

eg c

ost

and t

ime

effe

ctiv

enes

s, m

otiva

tional

for

studen

ts,

eg p

rom

oting s

tuden

t re

sponsi

bili

ty a

nd s

tuden

t in

volv

emen

t, u

se o

f nat

ura

lly o

ccurr

ing e

viden

ce,

exper

iential

lea

rnin

g,

linki

ng d

iffe

rent

aspec

ts o

f le

arnin

g t

hro

ugh a

sses

smen

t, t

ransf

eren

ce o

f sk

ills,

w

ork

-bas

ed o

pport

unitie

s, r

atio

nal

isin

g c

olle

ctio

n o

f as

sess

men

t ev

iden

ce,

mee

ting n

um

ber

of

lear

nin

g o

utc

om

es/

asse

ssm

ent

criter

ia,

linke

d k

now

ledge-

bas

ed a

nd p

erfo

rman

ce-b

ased

as

sess

men

t opport

unitie

s.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

88

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

Exp

lain

how

to

pla

n a

holis

tic

appro

ach t

o a

sses

smen

t □

Ran

ge

of

asse

ssm

ent

requirem

ents

and o

pport

unitie

s, e

g

com

pre

hen

sive

appro

ach,

logic

al p

rogre

ssio

n a

nd s

equen

cing,

rela

ted t

o s

pec

ific

conte

xt,

studen

t nee

ds,

pre

fere

nce

s, w

ork

pla

ce;

opport

unitie

s to

use

lin

kages

par

ticu

larly

bet

wee

n k

now

ledge

and

under

stan

din

g t

o s

kills

req

uirem

ents

, nat

ura

lly o

ccurr

ing e

viden

ce,

appro

priat

e as

sess

men

t opport

unitie

s, e

viden

ce a

ppro

priat

e to

num

ber

of

lear

nin

g o

utc

om

es/a

sses

smen

t cr

iter

ia.

3.4

Sum

mar

ise

the

types

of

risk

s th

at m

ay b

e in

volv

ed in

asse

ssm

ent

in o

wn a

rea

of

resp

onsi

bili

ty

□

Org

anis

atio

nal

ris

ks,

eg o

rgan

isat

ional

culture

, ap

pro

priat

e opport

unitie

s fo

r as

sess

men

t, s

taff

occ

upat

ional

or

asse

ssm

ent

exper

ience

; pra

ctic

al r

isks

, eg

hea

lth a

nd s

afet

y, e

qual

ity

and

div

ersi

ty,

dat

a pro

tect

ion,

spec

ific

occ

upat

ional

ris

ks;

studen

t-bas

ed

risk

s, e

g o

ccupat

ional

com

pet

ence

, re

sponsi

bili

ty,

motiva

tion;

asse

ssm

ent

risk

s, e

g t

imin

g,

range,

suff

icie

ncy

, bia

s, f

airn

ess.

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough t

he

pla

nnin

g p

roce

ss

□

Cle

ar c

rite

ria

for

asse

ssm

ent,

eg iden

tify

ing/a

ddre

ssin

g s

pec

ific

re

quirem

ents

, st

andar

dis

atio

n o

f pla

nnin

g,

neg

otiat

ing w

ith s

tuden

t;

sele

ctin

g a

ppro

priat

e ra

nge

of

asse

ssm

ent

met

hods

appro

priat

e to

co

nte

xt t

o g

ener

ate

the

required

evi

den

ce;

safe

guar

din

g s

tuden

ts,

eg p

lannin

g f

or

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

, neg

otiat

ing w

ith s

tuden

ts,

appro

priat

e tim

ing o

f as

sess

men

t; c

lear

re

cord

ing,

trac

king,

loggin

g o

f as

sess

men

t dec

isio

ns.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

the

import

ance

of

invo

lvin

g t

he

lear

ner

and o

ther

s in

the

asse

ssm

ent

pro

cess

□

Rec

ognis

ing n

eeds,

eg initia

l as

sess

men

t, lea

rnin

g/t

rain

ing n

eeds

anal

ysis

, re

cognis

ing c

urr

ent

leve

l of

know

ledge,

under

stan

din

g,

skill

s an

d e

xper

ience

s; n

egotiat

ing lea

rnin

g,

eg t

arget

s, g

oal

s,

obje

ctiv

es f

or

asse

ssm

ent,

sel

f-as

sess

men

t, ‘bite-

size

chunks

’,

mea

nin

gfu

l, r

elev

ant,

motiva

tion,

engag

emen

t, invo

lvem

ent,

in

div

idual

res

ponsi

bili

ty;

invo

lvem

ent

with o

ther

s, e

g o

rgan

isat

ion,

colle

agues

, em

plo

yers

, pee

rs,

witnes

ses.

4.2

Sum

mar

ise

types

of

info

rmat

ion

that

should

be

mad

e av

aila

ble

to

lear

ner

s an

d o

ther

s in

volv

ed in

the

asse

ssm

ent

pro

cess

□

Sta

ndar

ds

and c

rite

ria

agai

nst

whic

h t

hey

will

be

asse

ssed

, eg

aw

ardin

g o

rgan

isat

ion r

equirem

ents

, occ

upat

ional

sta

ndar

ds,

oth

er

spec

ific

req

uirem

ents

; as

sess

men

t pla

n,

eg s

pec

ific

crite

ria

they

will

be

asse

ssed

agai

nst

, tim

ing,

venue,

met

hods,

exp

ecte

d o

utc

om

es,

opport

unitie

s fo

r fe

edbac

k, b

enef

its

of

asse

ssm

ent,

appea

ls

pro

cedure

; re

quirem

ents

of

the

studen

t, e

g p

repar

atio

n,

spec

ific

nee

ds,

act

ivity,

evi

den

ce r

equired

; as

sess

men

t dec

isio

ns.

4.3

Exp

lain

how

pee

r an

d s

elf-

asse

ssm

ent

can b

e use

d

effe

ctiv

ely

to p

rom

ote

lea

rner

in

volv

emen

t an

d p

erso

nal

re

sponsi

bili

ty in t

he

asse

ssm

ent

of

lear

nin

g

□

Peer

fee

dbac

k, e

g f

orm

al o

r in

form

al,

witnes

s st

atem

ents

, pee

r obse

rvat

ions,

fee

dbac

k, w

ork

ing c

olla

bora

tive

ly,

shar

ing g

oal

s,

targ

ets,

giv

ing a

nd r

ecei

ving fee

dbac

k, a

war

enes

s of

risk

s of

appea

ring c

hal

lengin

g o

r co

nfr

onta

tional

; fo

rmal

or

info

rmal

sel

f-as

sess

men

t, e

g S

AR (

self-a

sses

smen

t re

view

), initia

l as

sess

men

t,

curr

ent

know

ledge,

under

stan

din

g,

skill

s, o

ccupat

ional

com

pet

ence

, SW

OT (

stre

ngth

s, w

eakn

esse

s, o

pport

unitie

s an

d t

hre

ats)

, re

flec

tion,

iden

tify

ing t

arget

s, t

arget

set

ting,

action p

lannin

g.

4

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

as

sess

men

t

4.4

Exp

lain

how

ass

essm

ent

arra

ngem

ents

can

be

adap

ted t

o

mee

t th

e nee

ds

of

indiv

idual

le

arner

s.

□

Neg

otiat

ing a

sses

smen

t nee

ds

with indiv

idual

stu

den

ts,

eg

iden

tify

ing s

pec

ific

lea

rnin

g/a

sses

smen

t nee

ds,

ran

ge

of

asse

ssm

ent

met

hods,

act

ivitie

s to

mee

t diffe

rent

studen

t/co

nte

xt/n

eeds,

al

tern

ativ

e as

sess

men

t ac

tivi

ties

wher

e ap

pro

priat

e, r

epea

ting

asse

ssm

ent

to p

rovi

de

opport

unity

for

exper

iential

lea

rnin

g,

use

of

alte

rnat

ive

asse

ssor,

lea

rnin

g s

upport

, dis

cuss

ion t

o s

upple

men

t prim

ary

evid

ence

; re

cord

ing e

viden

ce o

f as

sess

men

t to

suit s

tuden

t nee

ds,

eg d

igital

rec

ord

ing,

audio

/vis

ual

, sc

ribe.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Exp

lain

how

to judge

whet

her

ev

iden

ce is:

su

ffic

ient

au

then

tic

cu

rren

t

□

Under

stan

din

g r

ule

s of

evid

ence

, eg

mee

ting o

utc

om

es a

nd

obje

ctiv

es iden

tified

in a

sses

smen

t pla

n,

evid

ence

is

coher

ent,

ac

cess

ible

, re

alis

tic,

rel

evan

t, a

ttributa

ble

, ac

hie

ved w

ithin

tim

e co

nst

rain

ts;

cred

ible

and c

om

pat

ible

with lea

rnin

g p

rogra

mm

e an

d

required

ass

essm

ent

outc

om

es,

conte

xt,

adher

ing t

o o

rgan

isat

ion,

indust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

and

stan

dar

ds.

v5

Under

stan

d h

ow

to

mak

e as

sess

men

t dec

isio

ns

5.2

Exp

lain

how

to e

nsu

re t

hat

as

sess

men

t dec

isio

ns

are:

m

ade

agai

nst

spec

ifie

d

criter

ia

va

lid

re

liable

fa

ir

□

Ran

ge

of

evid

ence

, eg

cle

arly

iden

tified

, cu

rren

t, a

ppro

priat

e cr

iter

ia,

valid

curr

ency

, le

vel, a

ttributa

ble

; re

liable

and c

an b

e re

pea

ted o

r le

arnin

g t

ransf

erre

d;

asse

ssm

ent

dec

isio

ns

are

fair,

eg

without

bia

s an

d r

elat

e to

the

iden

tified

crite

ria,

com

ply

ing w

ith

org

anis

atio

n a

nd/o

r in

dust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

, ad

dre

ssin

g s

pec

ific

stu

den

t nee

ds.

6.1

Eva

luat

e th

e im

port

ance

of

qual

ity

assu

rance

in t

he

asse

ssm

ent

pro

cess

□

Ensu

ring o

rgan

isat

ion,

occ

upat

ional

, aw

ardin

g o

rgan

isat

ion a

nd

gove

rnm

ent

requirem

ents

are

mee

ting s

tandar

dis

atio

n,

qual

ity

assu

rance

of

pra

ctic

e, c

onsi

sten

cy a

cross

lea

rner

s, a

sses

sors

, co

nte

xts,

units;

com

pre

hen

sive

appro

ach t

o a

sses

smen

t at

all

stag

es —

pre

par

atio

n,

pla

nnin

g p

roce

ss,

asse

ssm

ent

outc

om

es ie

pro

duct

; ben

chm

arki

ng a

nd m

easu

res

of

achie

vem

ent;

iden

tify

ing

dev

elopm

ent

and c

ontinuin

g p

rofe

ssio

nal

dev

elopm

ent

nee

ds

for

qual

ity

impro

vem

ent.

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

6.2

Sum

mar

ise

qual

ity

assu

rance

an

d s

tandar

dis

atio

n p

roce

dure

s in

ow

n a

rea

of

pra

ctic

e

□

Org

anis

atio

n a

sses

smen

t polic

ies

and p

roce

dure

s, e

g c

om

ply

ing

with S

ecto

r Ski

lls C

ounci

l, N

atio

nal

Occ

upat

ional

Sta

ndar

ds

requirem

ents

; te

am,

asse

ssor

stan

dar

dis

atio

n,

eg o

bse

rvat

ions

of

pra

ctic

e, s

tandar

dis

atio

n m

eetings,

shar

ing g

ood p

ract

ice,

obse

rvat

ion o

f pee

rs,

work

shad

ow

ing,

feed

bac

k, c

om

par

isons

of

pro

cess

and p

roduct

; in

tern

al/e

xter

nal

qual

ity

assu

rance

rev

iew

s,

eval

uat

ion p

roce

dure

s.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

91

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.3

Sum

mar

ise

the

pro

cedure

s to

fo

llow

when

ther

e ar

e dis

pute

s co

nce

rnin

g a

sses

smen

t in

ow

n

area

of

pra

ctic

e

□

Org

anis

atio

n p

olic

ies

and p

roce

dure

s, e

g c

lear

ly w

ritt

en a

ppea

ls a

nd

griev

ance

pro

cedure

s, a

cces

sible

sys

tem

s fo

r ap

pea

ls,

eg

docu

men

ts f

or

appea

ls,

appro

priat

e st

affing f

or

man

agem

ent

of

appea

ls,

confiden

tial

ity,

non-d

iscr

imin

atory

polic

y, a

pplic

atio

n in

pra

ctic

e, r

ecord

ing o

f outc

om

es,

clea

r pap

er t

rail.

7.1

Exp

lain

the

import

ance

of

follo

win

g p

roce

dure

s fo

r th

e m

anag

emen

t of

info

rmat

ion

rela

ting t

o a

sses

smen

t

□

Polic

ies

for

man

agem

ent

of

asse

ssm

ent

evid

ence

, eg

port

folio

s,

asse

ssm

ent

reco

rds,

obse

rvat

ion r

ecord

s, p

hys

ical

evi

den

ce,

studen

t an

d w

itnes

s st

atem

ents

; m

anag

emen

t of

asse

ssm

ent

reco

rds,

eg s

tora

ge

and r

etriev

al,

confiden

tial

ity,

dat

a pro

tect

ion,

use

of

tech

nolo

gy;

shar

ing info

rmat

ion w

ith r

elev

ant

par

ties

, eg

st

uden

ts,

oth

er a

sses

sors

, em

plo

yer,

colle

agues

, org

anis

atio

n;

regula

tions

cove

ring s

har

ing info

rmat

ion,

eg O

fqual

, aw

ardin

g

org

anis

atio

n,

Sec

tor

Ski

lls C

ounci

l, d

ata

pro

tect

ion.

7

Under

stan

d h

ow

to

man

age

info

rmat

ion

rela

ting t

o

asse

ssm

ent

7.2

Exp

lain

how

fee

dbac

k an

d

ques

tionin

g c

ontr

ibute

to t

he

asse

ssm

ent

pro

cess

□

Support

ing r

ange

of

evid

ence

; co

nfirm

ing lea

rnin

g,

eg k

now

ledge,

under

stan

din

g,

skill

s, r

ewar

d,

motiva

tion,

linki

ng lea

rnin

g o

f pro

duct

an

d p

roce

ss,

tran

sfer

abili

ty o

f le

arnin

g,

iden

tify

ing f

urt

her

lea

rnin

g

requirem

ents

, ta

rget

set

ting a

nd a

ctio

n p

lannin

g,

reco

rdin

g d

ista

nce

tr

avel

led,

valu

e-ad

ded

, pro

gre

ssio

n;

corr

obora

tion o

f as

sess

or

dec

isio

n-m

akin

g p

roce

ss,

judgem

ent;

iden

tify

ing s

pec

ific

nee

ds

or

nee

d f

or

support

.

8

Under

stan

d t

he

legal

and g

ood

pra

ctic

e re

quirem

ents

in

rela

tion t

o

asse

ssm

ent

8.1

Exp

lain

leg

al iss

ues

, polic

ies

and

pro

cedure

s re

leva

nt

to

asse

ssm

ent,

incl

udin

g t

hose

for

confiden

tial

ity,

hea

lth,

safe

ty

and w

elfa

re

□

Org

anis

atio

n p

olic

ies

and p

roce

dure

s, e

g a

ssoci

ated

with O

fqual

, aw

ardin

g o

rgan

isat

ion r

equirem

ents

, Sec

tor

Ski

lls C

ounci

l/N

atio

nal

O

ccupat

ional

Sta

ndar

ds,

spec

ific

req

uirem

ents

, eg

confiden

tial

ity;

hea

lth,

safe

ty a

nd w

elfa

re;

incl

usi

on,

equal

ity

and d

iver

sity

; st

aff

dev

elopm

ent

nee

ds,

eg s

tandar

dis

atio

n,

shar

ing g

ood p

ract

ice,

work

sh

adow

ing,

pee

r obse

rvat

ion,

in-s

ervi

ce t

rain

ing,

casc

adin

g t

rain

ing,

continuin

g p

rofe

ssio

nal

dev

elopm

ent.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

92

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.2

Exp

lain

the

contr

ibution t

hat

te

chnolo

gy

can m

ake

to t

he

asse

ssm

ent

pro

cess

□

Appro

priat

e te

chnolo

gy,

eg initia

l as

sess

men

ts,

onlin

e te

stin

g,

reco

rdin

g o

f ev

iden

ce incl

udin

g a

udio

or

visu

al,

subm

issi

on o

f as

signm

ents

ele

ctro

nic

ally

, el

ectr

onic

fee

dbac

k to

lea

rner

s, e

mai

ling

feed

bac

k, d

iscu

ssio

n f

oru

ms,

web

-bas

ed lea

rnin

g incl

udin

g d

ista

nce

or

ble

nded

lea

rnin

g,

issu

es o

f au

then

tici

ty;

tech

nolo

gy

for

reco

rdin

g

and s

toring a

sses

smen

t ev

iden

ce,

eg s

oft

war

e, a

war

din

g

org

anis

atio

n o

nlin

e pro

visi

on,

studen

ts m

anag

ing o

wn e

lect

ronic

re

cord

s; s

ecurity

.

8.3

Eva

luat

e re

quirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

in

rel

atio

n t

o a

sses

smen

t

□

Form

s of

ineq

ual

ity

and d

iscr

imin

atio

n a

nd t

hei

r im

pac

t on

in

div

idual

s, t

he

rele

vant

legis

lation,

emplo

ymen

t re

gula

tions

and

polic

ies

and c

odes

of

pra

ctic

e re

leva

nt

to t

he

pro

motion o

f eq

ual

ity

and v

aluin

g o

f div

ersi

ty,

eg v

isual

/ au

ditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

; flex

ibili

ty in a

ppro

ach t

o p

lannin

g o

f as

sess

men

t an

d q

ual

ity

assu

rance

, eg

neg

otiat

ing t

imin

g,

conte

xt,

pro

vidin

g a

dditio

nal

res

ourc

es w

her

e ap

pro

priat

e, r

ecognis

ing

additio

nal

support

nee

ds,

alter

nat

ive

appro

aches

, ev

iden

ce.

8.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e an

d c

ontinuin

g

pro

fess

ional

dev

elopm

ent

in t

he

asse

ssm

ent

pro

cess

□

Ref

lect

ive

pra

ctic

e, e

g s

elf-

asse

ssm

ent,

SW

OT a

nal

ysis

(st

rength

s,

wea

knes

ses,

opport

unitie

s, t

hre

ats

or

bar

rier

s),

real

istic

targ

ets

for

ow

n d

evel

opm

ent,

usi

ng f

eedbac

k fr

om

stu

den

ts,

colle

agues

, m

anag

ers,

ext

ernal

eva

luat

ors

, oth

er indiv

idual

s an

d p

rofe

ssio

nal

s,

self a

nd t

eam

rev

iew

s, o

bse

rvat

ion r

eport

s, o

utc

om

e fr

om

appra

isal

, m

onitoring a

nd m

odific

atio

ns,

updat

ing k

now

ledge,

occ

upat

ional

ex

per

tise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to a

sses

smen

t pla

ns,

dev

elopin

g t

echnolo

gie

s to

ext

end a

nd e

nhan

ce a

sses

smen

t pro

cess

, co

ntr

ibuting t

o cu

rric

ulu

m d

evel

opm

ent.


93


Unit reference number: Y/503/1242

QCF level: 3


Credit value: 3


Unit aim

The aim of the unit is to enable learners to plan and deliver an inclusive learning and teaching session. It requires learners to deliver a micro-teaching session and to evaluate their own delivery practice.

This unit gives learners the opportunity to plan and deliver a micro-teaching session that reflects learning from the following unit in the PTLLS qualifications: Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3). Learners will need to justify their selection of teaching and learning approaches, and how they will meet the needs of students.

Learners will have the opportunity to deliver their session plan and use selected resources and assessment methods. The session will enable learners to demonstrate ways to communicate and receive constructive feedback.

The unit includes opportunities for learners to evaluate their own practice. This is integral to both personal and professional practice.

When planning a learning session, learners should focus on the learning cycle in order to provide a framework that links theory with practice. This is in line with the Learning and Development alternatives, Unit 1: Facilitate Learning and Development in Groups(Level 3) and/or Unit 2: Facilitate Learning and Development for Individuals (Level 3) which can be used in place of this unit as part of a Level 3 qualification.


94


There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15- minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

95

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Pl

an a

ses

sion f

or

lear

nin

g a

nd

teac

hin

g t

hat

mee

ts t

he

nee

ds

of

lear

ner

s

□

Pla

nnin

g s

kills

, eg

stu

den

t nee

ds,

lev

el,

subje

ct,

tim

e m

anag

emen

t,

range

of

met

hods,

var

ied lea

rnin

g a

nd t

each

ing a

ctiv

itie

s, r

esourc

es,

opport

unitie

s fo

r fu

nct

ional

ski

lls,

asse

ssm

ent

opport

unitie

s.

1.2

Ju

stify

the

sele

ctio

n o

f ap

pro

aches

to m

eet

the

nee

ds

of

lear

ner

s

□

Tea

chin

g a

ppro

aches

, eg

tuto

r-le

d,

pre

senta

tion,

dis

cuss

ion,

pra

ctic

al,

rese

arch

, fiel

dw

ork

, dis

tance

or

ble

nded

lea

rnin

g,

ILT

(info

rmat

ion a

nd lea

rnin

g t

echnolo

gy)

.

1

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

1.3

Pl

an a

sses

smen

t m

ethods

to

mee

t th

e nee

ds

of

lear

ner

s □

Spec

ific

outc

om

es,

eg f

it f

or

purp

ose

, st

uden

t nee

ds,

ses

sion a

ims,

su

bje

ct c

onte

nt,

chec

king lea

rnin

g,

des

ired

outc

om

es,

studen

t in

volv

emen

t; a

ppro

priat

enes

s, e

g s

kills

, kn

ow

ledge

or

under

stan

din

g,

studen

t fe

edbac

k.

2.1

Apply

lea

rnin

g a

nd t

each

ing

appro

aches

to m

eet

the

nee

ds

of

lear

ner

s

□

Appro

aches

, eg

use

of

pla

n,

tim

e m

anag

emen

t, e

ngag

ing a

nd

motiva

ting lea

rner

s by

mee

ting n

eeds,

stim

ula

tion,

variet

y, s

tuden

t-ce

ntr

ed,

incl

usi

ve a

ppro

aches

, flex

ible

, use

of

ICT,

smal

l or

larg

e gro

up a

ctiv

itie

s, r

esea

rch.

2.2

U

se r

esourc

es t

o m

eet

the

nee

ds

of

lear

ner

s □

Appro

priat

e re

sourc

es,

eg q

ual

ity

and q

uan

tity

, fit

for

purp

ose

, sp

ecia

list

know

ledge

and lan

guag

e, d

iffe

rentiat

ed t

o lev

el o

f nee

ds,

st

imula

ting,

appro

priat

e to

ski

lls,

adap

ted t

o p

urp

ose

, qual

ity,

quan

tity

, IC

T,

incl

usi

ve,

re-u

seab

le.

2

Be

able

to d

eliv

er

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

2.3

Com

munic

ate

with lea

rner

s to

m

eet

thei

r nee

ds

and a

id t

hei

r under

stan

din

g

□

Com

munic

atio

n t

echniq

ues

, eg

lan

guag

e, lev

el,

subje

ct m

atte

r (t

echnic

al lan

guag

e),

pac

e, v

erbal

and n

on-v

erbal

, body

languag

e, t

o

indiv

idual

and g

roup,

enco

ura

gin

g s

tuden

t co

mm

unic

atio

n.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Pr

ovi

de

const

ruct

ive

feed

bac

k to

le

arner

s □

Feed

bac

k, e

g d

irec

ted,

ques

tion a

nd a

nsw

er,

writt

en,

spoke

n,

gro

up,

indiv

idual

, su

pport

ive.

□

Const

ruct

ive,

eg p

rais

e cr

itic

ism

, pra

ise

(PCP),

var

ied,

spec

ific

, goal

-orien

tate

d,

appro

priat

e.

3.1

Ref

lect

on o

wn a

ppro

aches

to

del

iver

ing incl

usi

ve lea

rnin

g a

nd

teac

hin

g

□

Focu

s, e

g s

elf-

asse

ssm

ent,

eva

luat

ion o

f pra

ctic

e, s

tren

gth

s, n

eeds,

bas

ed o

n a

vaila

ble

evi

den

ce,

use

of

feed

bac

k.

□

Purp

ose

ful, e

g d

eliv

ery,

subje

ct r

equirem

ents

, nee

ds,

spec

ific

outc

om

es.

3

Be

able

to e

valu

ate

ow

n p

ract

ice

in

del

iver

ing incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Id

entify

are

as f

or

impro

vem

ent

in o

wn p

ract

ice

□

Req

uirem

ents

, eg

iden

tified

nee

ds,

spec

ific

are

as,

alte

rnat

ive

appro

aches

, IL

P (

indiv

idual

lea

rnin

g p

lan),

per

sonal

act

ion p

lan,

prioritisi

ng,

CPD

(co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent)

.


97


Delivery

The delivery of this unit is based on the application of knowledge, skills and understanding in a practical context. For learners currently involved in teaching or training, this can take the form of teaching practice. For learners who are not involved in teaching or training, it is necessary to provide an equivalent opportunity for delivering learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.

Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to work under tight time constraints and review their time-management skills. This also provides a safe environment in which to try different approaches. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.

The purposes of the micro-teaching and teaching practice are to give learners the opportunity to:

• gain teaching experience and evaluate skills

• use a range of inclusive learning and teaching techniques

• use relevant resources

• use appropriate approaches to assessment in order to check learning

• get feedback from an experienced tutor and/or learners

• reflect on and evaluate their own practice and performance.

The micro-teach observation must be accompanied by individual reflection and action plans for further development. There also needs to be tutor feedback to advise learners of strengths and areas for improvement. It should include written feedback so that learners have a record. To encourage learners to share experiences and to gain a better understanding of the learning experience, learners’ feedback should be sought.

Learners who are currently teaching should be encouraged to observe others in a classroom or delivery situation before completing assignments for different approaches or levels of experience. Through the micro-teaching sessions, learners will have the opportunity to reflect on approaches used by others. Since those delivering the micro-teaching may have limited experience, learners should also be encouraged to reflect on their tutor’s approaches to planning and delivery.

A lesson observation pro forma for the micro-teach is available in Annexe F of this specification, along with a sample micro-teaching activity in Annexe E.

For learners who have teaching opportunities, formal feedback from at least one teaching practice should be used as an alternative to the micro-teaching to inform this unit.

Some centres may wish to approach all the units in the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity based on the micro-teaching or teaching practice.


98

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small-group activities, whole-group activities, individual activities and teaching practice.

The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.


An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units.

Learning outcome 1:

Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.

With tutor and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma. This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.

Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.

Learning outcome 2:

Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers, the time and resources available.

Learning outcome 3:

Once micro-teaching is complete, all learners evaluate their practice and that of others. Learners should examine their own learning in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing flexibility in teaching and responsiveness to student needs.

Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.


99

Assessment


The overall assessment strategy focuses on the application of essential skills, knowledge and understanding. Learning activities should be based on appropriate, realistic and practical situations and should reflect a range of professional practice and assessment strategies.

Following the practical micro-teaching, the unit gives learners the opportunity to build a portfolio of evidence, including the completion of a personal summative profile and action plans. This can include tutor support for individual learner activities (with peer working where learners have the opportunity to support peers).

Evidence could include:

learner self-assessment through reflection – where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development

peer assessment of learner performance, skills of feedback and communication from either teaching practice or micro-teaching

tutor observation of learner performance — based on micro-teaching or teaching practice

teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items and handouts.

Additional assessment evidence could include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, examples of assessment activities.


Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. The personal learning log referred to below can be based on the sample assignment provided in Annexe E and used for the PTLLS unit, Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3). An alternative approach would be to combine all the units of the PTLLS level 3 or level 4 qualification into a single, holistic assignment to integrate principles, theory and practice more closely.


Learners undertake a micro-teach assignment and use their personal learning log (see Annexe D of this specification document). They are required to plan a teaching session, justify choice of approaches and plan assessment methods that meet student needs.


Session plan, written statement, assessor observation and peer feedback.


As part of the micro-teach, learners show they can apply approaches and use resources to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.


100


Samples of activities, resources, learning checks or assessment used during the session.


Learners reflect on their own approaches to delivering inclusive learning and teaching, identifying areas for improvement.

Assessment evidence

Summative personal statement and action plan.


Textbooks










Websites







101


Unit reference number: R/503/1238

QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to plan and deliver an inclusive learning and teaching session. The unit requires learners to deliver a micro-teaching session and evaluate their own delivery practice.

The unit focuses on using the learning cycle to provide a basic framework linking theory with practice when planning a learning session. Learners will have an opportunity to use their knowledge and understanding to develop, plan, deliver and evaluate a micro-teaching session. Tutors are encouraged to reinforce the links between this unit and other units. Justification for the selected approaches to delivery will be expected.

Learners will have the opportunity to deliver and evaluate their session plan. They will be expected to demonstrate inclusive teaching and learning, using appropriate resources. Assessment will take place to gauge learner effectiveness in engaging and motivating students. The session will enable learners to appreciate effective ways to communicate with their own students and receive constructive feedback.

Learners will evaluate their own practice in the light of underpinning theories and principles. Evaluation is integral to both personal and professional practice in achieving the standards required for a practising teacher, tutor or trainer and draws on all of the units.


There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15- minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

In o

rder

to p

ass

this

unit,

the

evid

ence

that

the

lear

ner

pre

sents

for

asse

ssm

ent

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g

outc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

On

co

mp

leti

on

of

this

un

it a

learn

er

can

:

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Pl

an a

ses

sion f

or

lear

nin

g a

nd

teac

hin

g t

hat

mee

ts t

he

nee

ds

of

lear

ner

s

□

Aim

s an

d o

bje

ctiv

es,

eg s

pec

ific

, ac

hie

vable

, re

alis

tic,

lev

el,

subje

ct r

equirem

ents

; le

arnin

g c

ycle

, eg

tim

ings,

ran

ge

of

met

hods,

var

ied lea

rnin

g a

ctiv

itie

s, r

esourc

es,

funct

ional

ski

lls,

asse

ssm

ent

opport

unitie

s.

□

Tea

chin

g,

eg t

uto

r-le

d,

pre

senta

tion,

dis

cuss

ion,

pra

ctic

al,

rese

arch

, fiel

dw

ork

, dis

tance

or

ble

nded

lea

rnin

g,

ILT (

info

rmat

ion

and lea

rnin

g t

echnolo

gy)

.

1

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

1.2

Ju

stify

the

sele

ctio

n o

f ap

pro

aches

to

mee

t th

e nee

ds

of

lear

ner

s □

Spec

ialis

t re

quirem

ents

, eg

subje

ct c

onte

nt,

know

ledge,

under

stan

din

g,

skill

s.

□

Lear

nin

g c

ycle

, eg

exp

erie

ntial

, ex

per

imen

tation,

concr

ete

exper

ience

, re

flec

tive

obse

rvat

ion,

abst

ract

conce

ptu

alis

atio

n.

□

Lear

nin

g s

tyle

s, e

g a

ctiv

ist,

ref

lect

or,

theo

rist

, pra

gm

atis

t;

incl

usi

ve,

eg a

cces

s, d

iffe

rentiat

ed.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

emonst

rate

incl

usi

ve lea

rnin

g

and t

each

ing a

ppro

aches

to

engag

e an

d m

otiva

te lea

rner

s

□

Engag

e an

d m

otiva

te s

tuden

ts,

eg v

alid

, in

form

ativ

e, s

tim

ula

ting,

studen

t-ce

ntr

ed,

equal

ity

of

opport

unity,

diffe

rentiat

ed,

rew

ardin

g.

□

Incl

usi

ve a

ppro

aches

, eg

var

ied a

nd f

lexi

ble

appro

aches

, ac

tive

le

arnin

g,

ble

nded

lea

rnin

g,

use

of

ICT,

pee

r w

ork

ing,

smal

l or

larg

e gro

up a

ctiv

itie

s, indep

enden

t direc

ted r

esea

rch.

2.2

D

emonst

rate

the

use

of

appro

priat

e re

sourc

es t

o s

upport

in

clusi

ve lea

rnin

g a

nd t

each

ing

□

Spec

ialis

t ar

ea r

equirem

ents

, eg

spec

ialis

t re

sourc

es,

acco

mm

odat

ion,

equip

men

t; p

ract

ical

ity,

eg s

uitab

ility

, ad

apta

bili

ty,

flex

ibili

ty,

tech

nic

al iss

ues

, fit

for

purp

ose

, in

clusi

ve.

□

Des

ign,

eg a

ppro

priat

e to

stu

den

t nee

ds,

lan

guag

e, s

tyle

, qual

ity,

quan

tity

, IC

T,

incl

usi

ve,

adap

table

, re

-use

able

.

2.3

U

se a

sses

smen

t m

ethods

to

support

lea

rnin

g a

nd t

each

ing

□

Purp

ose

, eg

mee

ting n

eeds

of

studen

ts a

nd s

essi

on a

ims,

subje

ct

conte

nt,

chec

king lea

rnin

g,

suits

purp

ose

of

sess

ion,

outc

om

es.

□

Met

hods,

eg f

orm

al,

info

rmal

, in

tern

al,

exte

rnal

, as

signm

ent,

pro

ject

, ex

am,

feed

bac

k, q

ues

tion a

nd a

nsw

er.

□

Appro

priat

enes

s, e

g s

kills

, kn

ow

ledge

or

under

stan

din

g,

tim

ely,

su

itab

le,

opport

unitie

s to

giv

e st

uden

ts f

eedbac

k.

2.4

Com

munic

ate

with lea

rner

s to

m

eet

thei

r nee

ds

and a

id t

hei

r under

stan

din

g

□

Appro

ach,

eg v

oca

bula

ry,

leve

l, s

ubje

ct m

atte

r (t

echnic

al

languag

e),

pac

e, v

erbal

and n

on-v

erbal

, body

languag

e, t

wo-w

ay

pro

cess

, aw

aren

ess

of

bar

rier

s, jar

gon.

2

Be

able

to d

eliv

er

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

2.5

Pr

ovi

de

const

ruct

ive

feed

bac

k to

le

arner

s □

Feed

bac

k, e

g q

ues

tion a

nd a

nsw

er,

tuto

rial

, w

ritt

en,

spoke

n,

gro

up,

indiv

idual

.

□

Const

ruct

ive,

eg P

CP (

pra

ise,

critici

sm,

pra

ise)

, va

ried

, sp

ecific

, goal

-orien

tate

d,

appro

priat

e.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Rev

iew

ow

n a

ppro

aches

to

del

iver

ing incl

usi

ve lea

rnin

g a

nd

teac

hin

g

□

Eva

luat

ion,

eg t

uto

r obse

rvat

ion,

studen

t fe

edbac

k, s

elf-

asse

ssm

ent,

str

ength

s, n

eeds,

opport

unitie

s, t

hre

ats.

□

Purp

ose

ful, e

g d

eliv

ery,

subje

ct r

equirem

ents

, st

uden

t nee

ds,

in

clusi

on,

diffe

rentiat

ion.

3

Be

able

to e

valu

ate

ow

n p

ract

ice

in

del

iver

ing incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Anal

yse

how

ow

n incl

usi

ve

lear

nin

g a

nd t

each

ing p

ract

ice

can

be

impro

ved t

o m

eet

the

nee

ds

of

lear

ner

s

□

Impro

vem

ent,

eg a

lter

nat

ive

appro

aches

, IL

P (i

ndiv

idual

lea

rnin

g

pla

n),

per

sonal

act

ion p

lan,

CPD

(co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent)

, SAR (

Sel

f Ass

essm

ent

Rev

iew

).


105


Delivery

If learners are not currently involved in teaching or training, it is necessary to create an opportunity for them to deliver learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.

Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to review their time-management skills. It also provides a safe environment in which to try different approaches. Examples could include individual micro-teaching on specific aspects of roles or responsibilities, selected theories of learning, or specific context-related assessment methods. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.

The purpose of the micro-teach is to give learners the opportunity to:

use a range of inclusive learning and teaching techniques

use relevant resources

use appropriate approaches to assessment in order to check learning

get feedback from an experienced tutor (and from learners,where appropriate)

gain teaching experience and evaluate skills

provide evidence in order to evaluate own practice.

The lesson observation must be accompanied by individual reflection and action plans for further development. There is also a requirement for tutor observation feedback in order to advise learners of their strengths and areas for improvement.

An observation feedback pro forma is available in Annexe F of this specification document.

It is recommended that learners observe other learners and their tutors before they complete their assignments. This practice provides an opportunity to appreciate different approaches in different contexts.

If it is not possible to offer a micro-teaching session for learners who are already teaching, then formal feedback from at least one teaching practice could be used as the basis of the assessment. Feedback from the learning group should also be collected to support the reflection and evaluation of the session. To allow learners to reflect on alternative approaches, the learning group should observe at least one experienced teacher. This could replace observation of peers.

This practical unit is designed to be delivered alongside the PTLLS unit, Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). Tutors are advised not to over-teach this unit. It is recommended that the evaluation draws heavily on all units for assessment evidence.


106

Learning activities

The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small-group activities, whole-group activities, individual activities and teaching practice.

The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.


An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units. (See sample micro-teach assignment in Annexe E.)

Learning outcome 1:

Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.

With tutor and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma (see Annexes section of this specification document). This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.

Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.

Learning outcome 2:

Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers and the time and resources available.

Learning outcome 3:

Once micro-teaching is complete, all learners evaluate their own practice and that of others. Learning should be examined in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing and improving practice.

Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.


107

Assessment


The overall assessment strategy for this unit focuses on the application of essential skills, knowledge and understanding in a practical teaching context. Learners’ teaching activities should be based on appropriate, realistic and practical situations, and should reflect an appropriate range of professional practice and assessment strategies. Evidence can include:

a lesson plan completed to indicate needs, timings, teaching methods, learning activities, resources and assessment opportunities

teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items, handouts

tutor observation of performance, for example teaching or micro-teach observation pro forma

peer assessment — feedback on performance, skills of feedback and communication from either teaching practice or micro-teaching, for example observation pro forma

learner self-assessment through reflection — where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development.

Additional assessment evidence can include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, additional examples of assessment activities.

Extended writing, referencing and other aspects of a Level 4 standard should be evidenced through other units in the PTLLS qualifications: Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4).

Whilst each programme of suggested activities can stand alone, they can also be combined at Level 3 to create a single reflective record, with supporting learning and teaching materials. At Level 4 they can provide the basis of three essay-style activities, with supporting learning and teaching and additional research materials.




Learners undertake a micro-teach assignment and use personal learning logs (see Annexe D of this specification document). They should ensure they can justify the selection of approaches and include planning for any relevant assessment methods.


Session plan, assessor observation and feedback and peer feedback.


108

Assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5:

As part of the micro-teach, learners show they can apply approaches and use resources and assessment methods to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.


Samples of activities, resources, learning checks or assessment used during the session.


Learners reflect on their own approaches to delivering inclusive learning and teaching, analysing how their practice can be improved to meet student needs.

Assessment evidence

Summative personal statement and action plan.


Textbooks









Websites







109

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.btec.co.uk/contactus

Work-based learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Edexcel Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources


110

13 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

1

An

nexe A

Pro

gre

ssio

n o

pp

ort

un

itie

s

Thes

e ar

e ex

ample

s of

pro

gre

ssio

n o

pport

unitie

s to

oth

er E

dex

cel qual

ific

atio

ns

within

the

Tea

chin

g a

nd L

earn

ing s

ecto

r.

Level

Gen

era

l q

uali

fica

tio

ns

(GC

SEs,

GC

Es)

Ed

exce

l Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

Ed

exce

l S

peci

ali

st/

P

rofe

ssio

nal q

uali

fica

tio

ns

NV

Q/

com

pete

nce

-base

d

qu

ali

fica

tio

ns

7

Edex

cel D

iplo

ma

in t

he

Man

agem

ent

of

Ass

essm

ent

(QCF)

6

5

Edex

cel D

iplo

ma

in T

each

ing in

the

Life

long L

earn

ing S

ecto

r (Q

CF)

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

2

Level

Gen

era

l q

uali

fica

tio

ns

(GC

SEs,

GC

Es)

Ed

exce

l Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

Ed

exce

l S

peci

ali

st/

P

rofe

ssio

nal q

uali

fica

tio

ns

NV

Q/

com

pete

nce

-base

d

qu

ali

fica

tio

ns

4

Cer

tifica

te in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r (Q

CF)

Aw

ard in U

nder

stan

din

g t

he

Inte

rnal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and

Prac

tice

(Q

CF)

Aw

ard in t

he

Inte

rnal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and P

ract

ice

(QCF)

Cer

tifica

te in L

eadin

g t

he

Inte

rnal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and

Prac

tice

(Q

CF)

Aw

ard in U

nder

stan

din

g t

he

Ext

ernal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and

Prac

tice

(Q

CF)

Aw

ard in t

he

Ext

ernal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and P

ract

ice

(QCF)

Cer

tifica

te in L

eadin

g t

he

Ext

ernal

Qual

ity

Ass

ura

nce

of

Ass

essm

ent

Proce

sses

and

Prac

tice

(Q

CF)

Aw

ard in L

earn

ing a

nd

Dev

elopm

ent

(QCF)

Dip

lom

a in

Lea

rnin

g a

nd

Dev

elopm

ent

(QCF)

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

3

Level

Gen

era

l q

uali

fica

tio

ns

(GC

SEs,

GC

Es)

Ed

exce

l Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

Ed

exce

l S

peci

ali

st/

P

rofe

ssio

nal q

uali

fica

tio

ns

NV

Q/

com

pete

nce

-base

d

qu

ali

fica

tio

ns

3

Aw

ard,

Cer

tifica

te,

Dip

lom

a in

Support

ing T

each

ing a

nd

Lear

nin

g in S

chools

(Q

CF)

Cer

tifica

te in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r (Q

CF)

Aw

ard in U

nder

stan

din

g t

he

Prin

ciple

s an

d P

ract

ices

of

Ass

essm

ent

(QCF)

Aw

ard in A

sses

sing

Com

pet

ence

in t

he

Work

Envi

ronm

ent

(QCF)

Aw

ard in A

sses

sing

Voca

tional

ly R

elat

ed

Ach

ieve

men

t (Q

CF)

Cer

tifica

te in A

sses

sing

Voca

tional

Ach

ieve

men

t (Q

CF)

2

Aw

ard in S

upport

Work

for

Sch

ools

(Q

CF)

Cer

tifica

te in S

upport

ing

Tea

chin

g a

nd L

earn

ing in

Sch

ools

(Q

CF)

1

En

try

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

4

An

nexe B

Pre

pari

ng

to

Teach

in

th

e L

ifelo

ng

Learn

ing

Sect

or

map

pin

g

New

PTLLS

(1

2 c

red

its)

Un

it 1

Ass

ess

men

t cr

iteri

a

Ch

an

ges

to leg

acy

PTLLS

(6

cre

dit

s)

1.1

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

req

uirem

ents

an

d c

odes

of

pra

ctic

e re

lating t

o o

wn r

ole

and r

esponsi

bili

ties

N

o s

ubst

antive

chan

ge

1.2

Exp

lain

ow

n r

esponsi

bili

ties

for

pro

moting e

qual

ity

and v

aluin

g

div

ersi

ty

No s

ubst

antive

chan

ge

to 1

.4 a

par

t fr

om

dro

ppin

g incl

usi

on

1.3

Exp

lain

ow

n r

ole

and r

esponsi

bili

ties

in lifel

ong lea

rnin

g

No s

ubst

antive

chan

ge

1.4

Exp

lain

ow

n r

ole

and r

esponsi

bili

ties

in iden

tify

ing a

nd m

eeting

the

nee

ds

of

lear

ner

s Ref

inin

g r

ole

s an

d r

esponsi

bili

ties

fro

m leg

acy

1.1

2.1

Exp

lain

the

boundar

ies

bet

wee

n t

he

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s Ref

inem

ent

of

legac

y 1.1

2.2

D

escr

ibe

poin

ts o

f re

ferr

al t

o m

eet

the

nee

ds

of

lear

ner

s N

o s

ubst

antive

chan

ge

2.3

Sum

mar

ise

ow

n r

esponsi

bili

ties

in r

elat

ion t

o o

ther

pro

fess

ional

s Ref

inem

ent

of

legac

y 1.1

with a

dditio

n o

f ‘o

ther

pro

fess

ional

s’

3.1

Exp

lain

ow

n r

esponsi

bili

ties

in m

ainta

inin

g a

saf

e an

d

support

ive

lear

nin

g e

nvi

ronm

ent

New

– e

xpan

din

g incl

usi

on

3.2

Exp

lain

way

s to

pro

mote

appro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers

Split

of

legac

y 4.1

with ‘gro

und r

ule

s’ n

ow

as

new

Unit 2

ac3

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BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

5

New

PTLLS

(1

2 c

red

its)

Un

it 2

Ass

ess

men

t cr

iteri

a

Ch

an

ges

to leg

acy

PTLLS

(6

cre

dit

s)

1.1

Sum

mar

ise

lear

nin

g a

nd t

each

ing s

trat

egie

s use

d in o

wn

spec

ialis

m

No s

ubst

antive

chan

ge

to leg

acy

2.1

apar

t fr

om

rem

ova

l of

‘adap

t’ a

nd ‘use

’.

1.2

Exp

lain

how

appro

aches

to lea

rnin

g a

nd t

each

ing in o

wn

spec

ialis

m m

eet

the

nee

ds

of

lear

ner

s N

o s

ubst

antive

chan

ge

1.3

D

escr

ibe

aspec

ts o

f in

clusi

ve lea

rnin

g

No s

ubst

antive

chan

ge

2.1

Exp

lain

how

to s

elec

t in

clusi

ve lea

rnin

g a

nd t

each

ing

tech

niq

ues

N

o s

ubst

antive

chan

ge

2.2

Exp

lain

how

to s

elec

t re

sourc

es t

hat

mee

t th

e nee

ds

of

lear

ner

s N

o s

ubst

antive

chan

ge

2.3

Exp

lain

how

to c

reat

e as

sess

men

t opport

unitie

s th

at m

eet

the

nee

ds

of

lear

ner

s N

ew d

evel

opm

ent

of

det

ail

2.4

Exp

lain

how

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctic

e th

eir

liter

acy,

lan

guag

e, n

um

erac

y an

d I

CT s

kills

N

o s

ubst

antive

chan

ge

3.1

Exp

lain

way

s to

engag

e an

d m

otiv

ate

lear

ner

s in

an incl

usi

ve

lear

nin

g e

nvi

ronm

ent

No s

ubst

antive

chan

ge

3.2

Sum

mar

ise

way

s to

est

ablis

h g

round r

ule

s w

ith lea

rner

s to

pro

mote

res

pec

t fo

r oth

ers

No s

ubst

antive

chan

ge

but

split

to p

rovi

de

new

3.2

.

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k th

at m

otiva

tes

lear

ner

s M

inor

chan

ge

to leg

acy

4.3

to incl

ude

‘motiva

te lea

rner

s’.

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

6

New

PTLLS

Un

it 3

Ass

ess

men

t cr

iteri

a

Ch

an

ges

to leg

acy

PTLLS

(6

cre

dit

s)

1.1

Exp

lain

the

types

of

asse

ssm

ent

use

d in lifel

ong lea

rnin

g

No s

ubst

antive

chan

ge

1.2

Exp

lain

the

use

of

met

hods

of as

sess

men

t in

lifel

ong lea

rnin

g

1.3

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

asse

ssm

ent

met

hods

to m

eet

indiv

idual

lea

rner

nee

ds

Chan

ge

to leg

acy

5.2

to incl

ude

spec

ific

s of

met

hods

and

stre

ngth

s/w

eakn

esse

s an

d d

rop o

f re

fere

nce

to initia

l as

sess

men

t

2.1

Exp

lain

way

s to

invo

lve

the

lear

ner

in t

he

asse

ssm

ent

pro

cess

N

ew c

onte

nt

on e

xpan

din

g a

sses

smen

t

2.2

Exp

lain

the

role

of

pee

r an

d s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

N

ew c

onte

nt

on e

xpan

din

g a

sses

smen

t

3.1

Exp

lain

the

nee

d f

or

keep

ing r

ecord

s of as

sess

men

t of

lear

nin

g

Chan

ge

to leg

acy

1.5

and 5

.3 a

nd s

plit

to n

eed a

nd r

equirem

ents

of

org

anis

atio

n

3.2

Sum

mar

ise

the

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in a

n o

rgan

isat

ion

New

conte

nt

on e

xpan

din

g a

sses

smen

t

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

7

New

PTLLS

Un

it 4

Ass

ess

men

t cr

iteri

a

Ch

an

ges

to leg

acy

PTLLS

(6

cre

dit

s)

1.1

Pl

an a

ses

sion f

or

lear

nin

g a

nd t

each

ing t

hat

mee

ts t

he

nee

ds

of

lear

ner

s N

o s

ubst

antive

chan

ge

1.2

Ju

stify

the

sele

ctio

n o

f ap

pro

aches

to m

eet

the

nee

ds

of

lear

ner

s N

ew b

ut

adap

ting leg

acy

2.1

1.3

Pl

an a

sses

smen

t m

ethods

to m

eet

the

nee

ds

of

lear

ner

s N

ew b

ut

adap

ting leg

acy

2.1

2.1

Apply

lea

rnin

g a

nd t

each

ing a

ppro

aches

to m

eet

the

nee

ds

of

lear

ner

s

2.2

U

se r

esourc

es t

o m

eet

the

nee

ds

of

lear

ner

s

Ref

inem

ent

of

legac

y 4.2

into

spec

ific

s

2.3

Com

munic

ate

with lea

rner

s to

mee

t th

eir

nee

ds

and a

id t

hei

r under

stan

din

g

No s

ubst

antive

chan

ge

2.4

Pr

ovi

de

const

ruct

ive

feed

bac

k to

lea

rner

s N

o s

ubst

antive

chan

ge

3.1

Ref

lect

on o

wn a

ppro

aches

to d

eliv

erin

g incl

usi

ve lea

rnin

g a

nd

teac

hin

g

3.2

Id

entify

are

as f

or

impro

vem

ent

in o

wn p

ract

ice

No s

ubst

antive

chan

ge

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

8

An

nexe C

Un

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Life

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600/2

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Leg

acy

un

its

AC

1.1

AC

1.2

AC

1.3

AC

1.4

AC

1.5

AC

2.1

AC

2.2

AC

2.3

AC

3.1

AC

3.2

AC

3.3

AC

4.1

AC

4.2

AC

4.3

AC

4.4

AC

4.5

AC

4.6

AC

5.1

AC

5.2

AC

5.3

AC

1.1

F

AC

1.2

F

AC

1.3

F

AC

1.4

X

AC

2.1

F

AC

2.2

F

AC

2.3

X

AC

3.1

X

Unit 1

AC

3.2

P

AC

1.1

F

AC

1.2

F

AC

1.3

P

AC

2.1

P

New units

Unit 2

AC

2.2

F

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

9

Leg

acy

un

its

AC

1.1

AC

1.2

AC

1.3

AC

1.4

AC

1.5

AC

2.1

AC

2.2

AC

2.3

AC

3.1

AC

3.2

AC

3.3

AC

4.1

AC

4.2

AC

4.3

AC

4.4

AC

4.5

AC

4.6

AC

5.1

AC

5.2

AC

5.3

AC

2.3

X

AC

2.4

P

AC

3.1

P

AC

3.2

F

Unit 2

AC

3.3

P

AC

1.1

P

AC

1.2

P

AC

1.3

X

AC

2.1

X

AC

2.2

X

AC

3.1

F

P

Unit 3

AC

3.2

X

AC

1.1

F

AC

1.2

P

AC

1.3

P

AC

2.1

F

AC

2.2

P

AC

2.3

F

AC

2.4

F

AC

3.1

F

New units

Unit 4

AC

3.2

F

KEY

: P

– P

artial

map

pin

g (

som

e to

pic

s fr

om

the

legac

y unit a

ppea

r in

the

new

unit)

F – F

ull

map

pin

g (

topic

s in

leg

acy

unit m

atch

new

unit e

xact

ly o

r al

most

exa

ctly

)

X –

Full

map

pin

g +

new

(al

l th

e to

pic

s fr

om

the

legac

y unit a

ppea

r in

the

new

unit,

but

new

unit a

lso c

onta

ins

new

topic

(s))


120

Annexe D

Personal Learning Log document

*Centre name/logo


PERSONAL LEARNING LOG

Unit 6 and Unit 7

Roles, Responsibilities and Relationships in Lifelong Learning (Level 3 and Level 4)

Name: Registration number:

Candidate signature:

Date completed:

Tutor signature: Date completed:

The purpose of this personal learning log (PLL) is to help structure the reflective process and gather evidence that can be used for the assessment of this unit at appropriate stages of learning. This means that both learning and assessment are ongoing and linked in a way that allows you to follow your progress throughout. You can keep account of progress using this form.

Tasks may be linked to directed individual study or group activities. This gives you a better understanding of the variety of learning and teaching that makes up lifelong learning, as well as the opportunity to draw on the experiences of others. The majority of your evidence will be collected and recorded during learning activities.

It is important that you carry out all directed activities as soon as possible after they are set. This means you will cover any background reading in plenty of time and this will help your understanding of underpinning principles and keep up with class activities (as well as build up evidence towards assessment). Ensure clear referencing, using the Harvard Referencing system. Materials gathered during individual research should be included as a part of your learning log only when it is clear that you have made use of the information, possibly where you have highlighted key information or made your own notes alongside text. Any materials included must also clearly show the source of the information such as website details (with date accessed), reference to books, magazines or newspapers as appropriate.

Note: The space allocated to each PLL entry should NOT be taken as an indicator of how much written work is required to address the issues raised by the guidance.


121

PERSONAL LEARNING LOG – entry 1

Responsibility for promoting equality and valuing diversity (AC 1.2)

Reason Promoting and valuing

For example, inclusion

For example, engaging all learners in the learning process and their own learning

Points of referral to meet the needs of learners (AC 2.2)

For example, through the use of additional, specialised learning support, specialised materials or equipment


122

Referral for meeting the potential needs of learners

It is important to recognise the different needs of your potential learners and how to make the most of the resources available to you to help address those needs. There are possible sources of referral within an organisation but also through negotiation with other agencies.

Where to refer your learners

Possible/potential needs

Possible/intended outcomes

Example 1

Example 2

Example 3


123


What makes a safe learning environment? (AC 3.1)

How do you maintain a safe learning environment? (AC 3.1)

What methods can you use to promote appropriate behaviour amongst your learners? (AC 3.2)


124

Principles behind the need for a safe and supportive learning environment to promote learning (AC 3.1)

Background reading and other sources


125

Key learning from this unit

Areas to find out more about

What I need to do next to improve my own practice


126


Outcome of individual research into legislation, regulatory requirements and codes of practice relating to own role and responsibilities (or potential role and responsibilities)

(AC 1.1)

Research Source of evidence and date accessed

Notes

Summary of responsibilities – an awareness of the legislation and how you see its relevance to your own role (AC 1.1)


127

Requirements Relevance to own practice

Health and safety

Equality Act 2010

Equal opportunity policy

Child Protection Acts

Data Protection Acts


128

Requirements Relevance to own practice

Other legislation or regulations,

eg awarding organisation, vocational or professional requirements

Organisation policies and procedures

Codes of practice


129


Own role/s in lifelong learning (AC 1.3)

Own responsibilities in lifelong learning (AC 1.3)

Responsibilities To whom?

Key issues identified relating to practice


130

RESPONSIBILITIES RELATING TO LEARNERS’ NEEDS

Learners’ needs (AC 1.4)

Identifying needs Meeting needs

Physical needs,

general or specific

Learning needs or styles

Knowledge, specialist or Functional Skills needs

Skill needs, specialist or generic

Group, social or emotional needs


131

Principles to explain why it is so important to identify and meet learners’ needs in lifelong learning (AC 1.4)

Background reading and other sources


132


Boundaries between teaching role and other professional roles (AC 2.1)

Teaching role as set out in job description

Organisation policies defining role boundaries

Personal boundaries

Relationship boundaries

Responsibility boundaries


133

Own responsibilities in relation to other professionals (AC 2.3)

Internal to organisation

External to organisation


134

Annexe E

(Sample) Micro-teach assignment Delivery of a micro-teach session on a new subject

As part of your teacher training you are expected to give a micro-teach on a subject you have not delivered before. This could be a hobby or personal interest, the choice is yours. Topics chosen have included making cards, a favourite book or film, yoga....However, what is important is that you have some knowledge and confidence with the topic, so that you can concentrate on the actual presenting, teaching and learning.

The purposes of the micro-teach are to:

gain experience of time management, managing learning and learners

use a range of teaching and learning activities in a safe environment

allow for feedback from an experienced tutor and/or peers, and

provide an opportunity for reflection and evaluation of own practice and performance.

Using the micro-teach for those with current teaching practice allows an opportunity to try something different as well as helping with time management.

To teach effectively it is important to work through the stages of preparing and planning, delivering and evaluating in order to develop own professional practice.

1 Preparing and planning the 15-minute micro-teach session

Use evidence gathered beforehand, informed by all PTLLS units, to identify your specific subject content and learners’ needs for your micro-teaching session. You MUST base your planning on appropriate time management within the time allowed so you do not try to do too much in the limited time.

Setting up for the micro-teach = 5 minutes

Delivering the micro-teach = 15 minutes

Evaluation feedback from learners = 10 minutes

Micro-teach session = 30 minutes total

Use this information to decide the aim (what you want to achieve) and objectives (what you want your learners to be able to do) for your micro-teach session plan.

Use your knowledge of your selected topic and your learners to select a number of appropriate teaching methods and learning activities for your micro-teach session plan

Identify on the plan at least one opportunity to use an appropriate assessment method to check learning, during the session.

2 Delivering the 15-minute micro-teach session

Deliver your topic to your group using the prepared session plan – making sure to communicate effectively and appropriately with individual students and demonstrate good practice in giving feedback to learners.


135

3 Evaluating the micro-teach and developing own practice

As soon as possible following the session complete the session evaluation section of the lesson plan and use it when completing the personal learning log evaluation – which should include a review of the session based on the observation feedback from the tutor-observer and learner feedback.

4 Evaluating the micro-teaching of others

Complete an observation form for each observed micro-teach session, provide feedback to peers and use this information when evaluating your own approaches in order to identify possible ways to improve or develop your own practice.

Evidence from the micro-teach session should be put together as a portfolio and should include notes on:

an outline of the learning group — including issues of differentiation, specific considerations, eg health and safety

session plan — indicating topic/content, aims/objectives, teaching methods, learning activities, resources, learning checks

samples of activities/resources used during the session

samples of learning checks/assessment

feedback from tutor/ peers

personal session evaluation (This should be brief notes to provide reminder for more detailed evaluation).


136

Sample PTLLS session plan pro forma

15-minute micro-teaching session plan

Learner name:

Observer name:

Learning Group:

Date:

Location: Session No:

Resources necessary for session Needs for differentiation

Skills development opportunities

Timing Topic/ Content knowledge/ skills

Teacher activities

Learning activities Learning checks


137

Timing Topic/ Content Knowledge/skills

Teacher activities

Learning activities Learning checks

Self-evaluation

Issues arising:

Strengths:

Possible changes/alternative approaches/ICT opportunities:


138

Annexe F

Micro-teach observation feedback form


Micro-teach observation feedback

Learner name: Date of observation:

Session: Length of session:

Observer name: Number in session:

Objectives Excellent Good Satisfactory Development needed

Teacher plans effectively and sets clear objectives that are understood

Teacher demonstrates good subject knowledge and understanding

Teaching methods used enable all learners to learn effectively

Students are well managed and appropriate standards of behaviour are maintained

Students achieve productive outcomes

Teacher makes effective use of time and resources


139

Conclusions and feedback

Strengths

Areas for development

Learner’s comment

Observer’s overall feedback

Observer Name/Responsibilities:

Learner Name/Role:

Learner signature: Date:

Observer signature: Date:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

0

An

nexe G

Po

rtfo

lio

Evid

en

ce R

eco

rdin

g S

heets

Un

it 1

: Faci

lita

te L

earn

ing

an

d D

evelo

pm

en

t in

Gro

up

s (L

evel 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Exp

lain

purp

ose

s of

gro

up lea

rnin

g a

nd

dev

elopm

ent

1.2

Exp

lain

why

del

iver

y of

lear

nin

g a

nd

dev

elopm

ent

must

ref

lect

gro

up

dyn

amic

s

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g

and d

evel

opm

ent

to m

eet

the

nee

ds

of

gro

ups

1.4

Exp

lain

how

to m

anag

e risk

s an

d

safe

guar

d indiv

idual

s w

hen

fac

ilita

ting

lear

nin

g a

nd d

evel

opm

ent

in g

roups

1.5

Exp

lain

how

to o

verc

om

e bar

rier

s to

le

arnin

g in g

roups

1

Under

stan

d

princi

ple

s an

d

pra

ctic

es o

f le

arnin

g a

nd

dev

elopm

ent

in

gro

ups

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss w

ithin

gro

up lea

rnin

g a

nd

dev

elopm

ent

activi

ties

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.7

Exp

lain

how

to a

dap

t del

iver

y bas

ed o

n

feed

bac

k fr

om

lea

rner

s in

gro

ups

2.1

Cla

rify

fac

ilita

tion m

ethods

with g

roup

mem

ber

s to

mee

t gro

up a

nd indiv

idual

le

arnin

g o

bje

ctiv

es

2.2

Im

ple

men

t le

arnin

g a

nd d

evel

opm

ent

activi

ties

to m

eet

lear

nin

g o

bje

ctiv

es

2

Be

able

to f

acili

tate

le

arnin

g a

nd

dev

elopm

ent

in

gro

ups

2.3

M

anag

e risk

s to

gro

up a

nd indiv

idual

le

arnin

g a

nd d

evel

opm

ent

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

ap

ply

new

know

ledge

and s

kills

in

pra

ctic

al c

onte

xts

3

Be

able

to a

ssis

t gro

ups

to a

pply

new

know

ledge

and s

kills

in

pra

ctic

al c

onte

xts

3.2

Pr

ovi

de

feed

bac

k to

im

pro

ve t

he

applic

atio

n o

f le

arnin

g

4.1

Support

sel

f-ev

aluat

ion b

y le

arner

s

4.2

Rev

iew

indiv

idual

res

ponse

s to

lea

rnin

g

and d

evel

opm

ent

in g

roups

4

Be

able

to a

ssis

t le

arner

s to

ref

lect

on t

hei

r le

arnin

g

and d

evel

opm

ent

under

take

n in

gro

ups

4.3

Ass

ist

lear

ner

s to

iden

tify

thei

r fu

ture

le

arnin

g a

nd d

evel

opm

ent

nee

ds

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

2

Un

it 2

: Faci

lita

te L

earn

ing

an

d D

evelo

pm

en

t fo

r In

div

idu

als

(Level 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Exp

lain

purp

ose

s of

one-

to-o

ne

lear

nin

g

and d

evel

opm

ent

1.2

Exp

lain

fac

tors

to b

e co

nsi

der

ed w

hen

fa

cilit

atin

g lea

rnin

g a

nd d

evel

opm

ent

to

mee

t in

div

idual

nee

ds

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g

and d

evel

opm

ent

to m

eet

the

nee

ds

of

indiv

idual

s

1.4

Exp

lain

how

to m

anag

e risk

s an

d

safe

guar

d indiv

idual

s w

hen

fac

ilita

ting

one-

to-o

ne

lear

nin

g a

nd d

evel

opm

ent

1.5

Exp

lain

how

to o

verc

om

e in

div

idual

bar

rier

s to

lea

rnin

g

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss

1

Under

stan

d

princi

ple

s an

d

pra

ctic

es o

f one-

to-o

ne

lear

nin

g

and d

evel

opm

ent

1.7

Exp

lain

how

to a

dap

t del

iver

y to

mee

t in

div

idual

lea

rner

nee

ds

2.1

Cla

rify

fac

ilita

tion m

ethods

with

indiv

idual

s to

mee

t th

eir

lear

nin

g a

nd/o

r dev

elopm

ent

obje

ctiv

es

2.2

Im

ple

men

t ac

tivi

ties

to m

eet

lear

nin

g

and/o

r dev

elopm

ent

obje

ctiv

es

2

Be

able

to f

acili

tate

one-

to-o

ne

lear

nin

g a

nd

dev

elopm

ent

2.3

M

anag

e risk

s an

d s

afeg

uar

d lea

rner

s par

tici

pat

ing in o

ne-

to-o

ne

lear

nin

g

and/o

r dev

elopm

ent

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

ap

ply

thei

r new

know

ledge

and lea

rnin

g

in p

ract

ical

conte

xts

3

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

apply

ing n

ew

know

ledge

and

skill

s in

pra

ctic

al

conte

xts

3.2

Exp

lain

ben

efits

to indiv

idual

s of

apply

ing

new

know

ledge

and s

kills

4.1

Exp

lain

ben

efits

of

self-e

valu

atio

n t

o

indiv

idual

s

4

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

ref

lect

ing o

n

thei

r le

arnin

g

and/o

r dev

elopm

ent

4.2

Rev

iew

indiv

idual

res

ponse

s to

one-

to-

one

lear

nin

g a

nd/o

r dev

elopm

ent

4.3

Ass

ist

indiv

idual

lea

rner

s to

iden

tify

thei

r fu

ture

lea

rnin

g a

nd/o

r dev

elopm

ent

nee

ds

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

4

Un

it 3

: M

an

ag

e L

earn

ing

an

d D

evelo

pm

en

t in

Gro

up

s (L

evel 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Anal

yse

the

char

acte

rist

ics

of

gro

up

envi

ronm

ents

that

fost

er lea

rnin

g a

nd

dev

elopm

ent

1.2

Eva

luat

e st

rate

gie

s to

man

age

gro

up

beh

avio

ur

and d

ynam

ics

1.3

Eva

luat

e m

anag

emen

t te

chniq

ues

whic

h

faci

litat

e th

e del

iver

y of

lear

nin

g a

nd

dev

elopm

ent

in g

roups

1.4

Anal

yse

way

s to

invo

lve

lear

ner

s in

the

man

agem

ent

of

thei

r ow

n lea

rnin

g a

nd

dev

elopm

ent

in g

roups

1.5

Anal

yse

risk

s to

be

consi

der

ed w

hen

m

anag

ing lea

rnin

g a

nd d

evel

opm

ent

in

gro

ups

1

Under

stan

d t

he

princi

ple

s an

d

pra

ctic

es o

f m

anag

ing lea

rnin

g

and d

evel

opm

ent

in g

roups

1.6

Exp

lain

how

to m

anag

e bar

rier

s to

in

div

idual

lea

rnin

g in g

roups

2.1

Fa

cilit

ate

com

munic

atio

n,

colla

bora

tion

and lea

rnin

g b

etw

een g

roup m

ember

s

2

Be

able

to m

anag

e gro

up lea

rnin

g a

nd

dev

elopm

ent

envi

ronm

ents

2.2

U

se m

otiva

tional

met

hods

to e

ngag

e th

e gro

up a

nd its

indiv

idual

mem

ber

s in

the

lear

nin

g a

nd d

evel

opm

ent

pro

cess

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

2.3

Consu

lt w

ith g

roup m

ember

s to

adap

t th

eir

lear

nin

g a

nd d

evel

opm

ent

envi

ronm

ents

to im

pro

ve t

hei

r le

arnin

g

outc

om

es

2.4

M

anag

e th

e risk

s as

soci

ated

with g

roup

lear

nin

g a

nd d

evel

opm

ent

3.1

In

volv

e le

arner

s in

agre

eing g

roup

lear

nin

g a

nd d

evel

opm

ent

obje

ctiv

es

3

Be

able

to a

pply

m

ethodolo

gie

s to

m

anag

e le

arnin

g

and d

evel

opm

ent

in g

roups

3.2

Adap

t an

d im

ple

men

t del

iver

y m

ethods,

ac

tivi

ties

and r

esourc

es t

o m

eet

the

lear

nin

g a

nd d

evel

opm

ent

obje

ctiv

es o

f th

e gro

up

3.3

M

anag

e gro

up lea

rnin

g s

trat

egie

s an

d

del

iver

y m

ethods

to r

efle

ct c

han

gin

g

requirem

ents

3.4

Pro

vide

indiv

idual

advi

ce t

o lea

rner

s to

as

sist

thei

r dec

isio

n-m

akin

g a

bout

futu

re

lear

nin

g n

eeds

4.1

Support

lea

rner

s’ r

ights

in r

elat

ion t

o

equal

ity,

div

ersi

ty a

nd incl

usi

on

4.2

M

inim

ise

risk

s to

saf

ety,

hea

lth,

wel

lbei

ng

and s

ecurity

of

lear

ner

s

4.3

M

anag

e co

nfiden

tial

ity

in r

elat

ion t

o

lear

ner

s an

d t

he

org

anis

atio

n

4

Be

able

to m

anag

e le

arnin

g a

nd

dev

elopm

ent

in

gro

ups

to c

om

ply

w

ith leg

al a

nd

org

anis

atio

nal

re

quirem

ents

4.4

M

ainta

in lea

rnin

g a

nd d

evel

opm

ent

reco

rds

in a

ccord

ance

with o

rgan

isat

ional

pro

cedure

s

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

6

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

7

Un

it 4

: P

rin

cip

les

of

Ass

ess

men

t in

Lif

elo

ng

Learn

ing

(Level 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Exp

lain

the

types

of

asse

ssm

ent

use

d in

lifel

ong lea

rnin

g

1.2

Exp

lain

the

use

of

met

hods

of

asse

ssm

ent

in lifel

ong lea

rnin

g

1

Under

stan

d t

ypes

an

d m

ethods

of

asse

ssm

ent

use

d

in lifel

ong lea

rnin

g

1.3

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

asse

ssm

ent

met

hods

to m

eet

indiv

idual

le

arner

nee

ds

2.1

Exp

lain

way

s to

invo

lve

the

lear

ner

in t

he

asse

ssm

ent

pro

cess

2

Under

stan

d w

ays

to invo

lve

lear

ner

s in

the

asse

ssm

ent

pro

cess

2.2

Exp

lain

the

role

of

pee

r an

d s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

3.1

Exp

lain

the

nee

d f

or

keep

ing r

ecord

s of

asse

ssm

ent

of

lear

nin

g

3

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

lifel

ong lea

rnin

g

3.2

Sum

mar

ise

the

requirem

ents

for

keep

ing

reco

rds

of

asse

ssm

ent

in a

n o

rgan

isat

ion

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

8

Un

it 5

: P

rin

cip

les

of

Ass

ess

men

t in

Lif

elo

ng

Learn

ing

(Level 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Anal

yse

how

typ

es o

f as

sess

men

t ar

e use

d in lifel

ong lea

rnin

g

1.2

Anal

yse

how

ass

essm

ent

met

hods

are

use

d in lifel

ong lea

rnin

g

1

Under

stan

d h

ow

ty

pes

and m

ethods

of

asse

ssm

ent

are

use

d in lifel

ong

lear

nin

g

1.3

Eva

luat

e st

rength

s an

d lim

itat

ions

of

asse

ssm

ent

met

hods

to m

eet

indiv

idual

le

arner

nee

ds

2.1

Eva

luat

e how

to invo

lve

the

lear

ner

in t

he

asse

ssm

ent

pro

cess

2

Under

stan

d h

ow

to

invo

lve

lear

ner

s in

th

e as

sess

men

t pro

cess

2.2

Anal

yse

the

role

of

pee

r an

d s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

3.1

Exp

lain

the

nee

d t

o k

eep r

ecord

s of

asse

ssm

ent

of

lear

nin

g

3

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

lifel

ong lea

rnin

g

3.2

Sum

mar

ise

the

requirem

ents

for

keep

ing

reco

rds

of

asse

ssm

ent

in a

n o

rgan

isat

ion

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

9

Un

it 6

: R

ole

s, R

esp

on

sib

ilit

ies

an

d R

ela

tio

nsh

ips

in L

ifelo

ng

Learn

ing

(Level 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

req

uirem

ents

and c

odes

of

pra

ctic

e re

lating t

o o

wn r

ole

and

resp

onsi

bili

ties

1.2

Exp

lain

ow

n r

esponsi

bili

ties

for

pro

moting

equal

ity

and v

aluin

g d

iver

sity

1.3

Exp

lain

ow

n r

ole

and r

esponsi

bili

ties

in

lifel

ong lea

rnin

g

1

Under

stan

d o

wn

role

and

resp

onsi

bili

ties

in

lifel

ong lea

rnin

g

1.4

Exp

lain

ow

n r

ole

and r

esponsi

bili

ties

in

iden

tify

ing a

nd m

eeting t

he

nee

ds

of

lear

ner

s

2

2.1

Exp

lain

the

boundar

ies

bet

wee

n t

he

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

2.2

D

escr

ibe

poin

ts o

f re

ferr

al t

o m

eet

the

nee

ds

of

lear

ner

s

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n t

each

ers

and o

ther

pro

fess

ional

s in

lif

elong lea

rnin

g

2.3

Sum

mar

ise

ow

n r

esponsi

bili

ties

in

rela

tion t

o o

ther

pro

fess

ional

s

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Exp

lain

ow

n r

esponsi

bili

ties

in

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g e

nvi

ronm

ent

3

Under

stan

d o

wn

resp

onsi

bili

ty f

or

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g

envi

ronm

ent

3.2

Exp

lain

way

s to

pro

mote

appro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

1

Un

it 7

: R

ole

s, R

esp

on

sib

ilit

ies

an

d R

ela

tio

nsh

ips

in L

ifelo

ng

Learn

ing

(Level 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

req

uirem

ents

and c

odes

of

pra

ctic

e re

lating t

o o

wn r

ole

and

resp

onsi

bili

ties

1.2

Anal

yse

ow

n r

esponsi

bili

ties

for

pro

moting e

qual

ity

and v

aluin

g d

iver

sity

1.3

Eva

luat

e ow

n r

ole

and r

esponsi

bili

ties

in

lifel

ong lea

rnin

g

1

Under

stan

d o

wn

role

and

resp

onsi

bili

ties

in

lifel

ong lea

rnin

g

1.4

Rev

iew

ow

n r

ole

and r

esponsi

bili

ties

in

iden

tify

ing a

nd m

eeting t

he

nee

ds

of

lear

ner

s

2.1

Anal

yse

the

boundar

ies

bet

wee

n t

he

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

2

2.2

Rev

iew

poin

ts o

f re

ferr

al t

o m

eet

the

nee

ds

of

lear

ner

s

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n t

each

ers

and o

ther

pro

fess

ional

s in

lif

elong lea

rnin

g

2.3

Eva

luat

e ow

n r

esponsi

bili

ties

in r

elat

ion

to o

ther

pro

fess

ional

s

3.1

Exp

lain

how

to e

stab

lish a

nd m

ainta

in a

sa

fe a

nd s

upport

ive

lear

nin

g e

nvi

ronm

ent

3

Under

stan

d o

wn

resp

onsi

bili

ty f

or

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g

envi

ronm

ent

3.2

Exp

lain

how

to p

rom

ote

appro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

2

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

3

Un

it 8

: U

nd

ers

tan

din

g I

ncl

usi

ve L

earn

ing

an

d T

each

ing

in

Lif

elo

ng

Learn

ing

(Level 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Sum

mar

ise

lear

nin

g a

nd t

each

ing

stra

tegie

s use

d in o

wn s

pec

ialis

m

1.2

Exp

lain

how

appro

aches

to lea

rnin

g a

nd

teac

hin

g in o

wn s

pec

ialis

m m

eet

the

nee

ds

of

lear

ner

s

1

Under

stan

d

lear

nin

g a

nd

teac

hin

g s

trat

egie

s in

lifel

ong lea

rnin

g

1.3

D

escr

ibe

aspec

ts o

f in

clusi

ve lea

rnin

g

2.1

Exp

lain

how

to s

elec

t in

clusi

ve lea

rnin

g

and t

each

ing t

echniq

ues

2.2

Exp

lain

how

to s

elec

t re

sourc

es t

hat

mee

t th

e nee

ds

of

lear

ner

s

2.3

Exp

lain

how

to c

reat

e as

sess

men

t opport

unitie

s th

at m

eet

the

nee

ds

of

lear

ner

s

2

Under

stan

d h

ow

to

crea

te incl

usi

ve

lear

nin

g a

nd

teac

hin

g in lifel

ong

lear

nin

g

2.4

Exp

lain

how

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

la

nguag

e, n

um

erac

y an

d I

CT s

kills

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Exp

lain

way

s to

engag

e an

d m

otiva

te

lear

ner

s in

an incl

usi

ve lea

rnin

g

envi

ronm

ent

3

Under

stan

d w

ays

to c

reat

e a

motiva

ting

lear

nin

g

envi

ronm

ent

3.2

Sum

mar

ise

way

s to

est

ablis

h g

round

rule

s w

ith lea

rner

s to

pro

mote

res

pec

t fo

r oth

ers

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k th

at m

otiva

tes

lear

ner

s

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

5

Un

it 9

: U

nd

ers

tan

din

g I

ncl

usi

ve L

earn

ing

an

d T

each

ing

in

Lif

elo

ng

Learn

ing

(L

evel 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Anal

yse

lear

nin

g a

nd t

each

ing s

trat

egie

s use

d in o

wn s

pec

ialis

m

1.2

Eva

luat

e th

e ef

fect

iven

ess

of

appro

aches

to

lea

rnin

g a

nd t

each

ing in o

wn s

pec

ialis

t ar

ea in m

eeting n

eeds

of

lear

ner

s

1

Under

stan

d

lear

nin

g a

nd

teac

hin

g s

trat

egie

s in

lifel

ong lea

rnin

g

1.3

Eva

luat

e as

pec

ts o

f in

clusi

ve lea

rnin

g

2.1

Anal

yse

incl

usi

ve a

ppro

aches

to lea

rnin

g

and t

each

ing

2.2

Anal

yse

how

to s

elec

t re

sourc

es t

o m

eet

the

nee

ds

of

lear

ner

s

2

Under

stan

d h

ow

to

crea

te incl

usi

ve

lear

nin

g a

nd

teac

hin

g in lifel

ong

lear

nin

g

2.3

Exp

lain

how

to c

reat

e as

sess

men

t opport

unitie

s th

at m

eet

the

nee

ds

of

lear

ner

s

2.4

Rev

iew

how

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

la

nguag

e, n

um

erac

y an

d I

CT s

kills

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Exp

lain

how

to e

ngag

e an

d m

otiva

te

lear

ner

s in

an incl

usi

ve lea

rnin

g

envi

ronm

ent

3.2

Exp

lain

how

to e

stab

lish g

round r

ule

s w

ith lea

rner

s to

pro

mote

res

pec

t fo

r oth

ers

3

Under

stan

d w

ays

to c

reat

e a

motiva

ting

lear

nin

g

envi

ronm

ent

3.3

Rev

iew

way

s to

giv

e co

nst

ruct

ive

feed

bac

k to

motiva

te lea

rner

s

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(if

verified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

7

Un

it 1

0:

Un

ders

tan

din

g t

he P

rin

cip

les

an

d P

ract

ices

of

Ass

ess

men

t (L

evel 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Exp

lain

the

funct

ion o

f as

sess

men

t in

le

arnin

g a

nd d

evel

opm

ent

1.2

D

efin

e th

e ke

y co

nce

pts

and p

rinci

ple

s of

asse

ssm

ent

1.3

Exp

lain

the

resp

onsi

bili

ties

of

the

asse

ssor

1

Under

stan

d t

he

princi

ple

s an

d

requirem

ents

of

asse

ssm

ent

1.4

Id

entify

the

regula

tions

and r

equirem

ents

re

leva

nt

to a

sses

smen

t in

ow

n a

rea

of

pra

ctic

e

2

Under

stan

d

diffe

rent

types

of

asse

ssm

ent

met

hod

2.1

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

a ra

nge

of

asse

ssm

ent

met

hods

with

refe

rence

to t

he

nee

ds

of

indiv

idual

le

arner

s

3.1

Sum

mar

ise

key

fact

ors

to c

onsi

der

when

pla

nnin

g a

sses

smen

t

3.2

Eva

luat

e th

e ben

efits

of

usi

ng a

holis

tic

appro

ach t

o a

sses

smen

t

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.3

Exp

lain

how

to p

lan a

holis

tic

appro

ach t

o

asse

ssm

ent

3.4

Sum

mar

ise

the

types

of

risk

s th

at m

ay b

e in

volv

ed in a

sses

smen

t in

ow

n a

rea

of

resp

onsi

bili

ty

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough

the

pla

nnin

g p

roce

ss

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

4.1

Exp

lain

the

import

ance

of

invo

lvin

g t

he

lear

ner

and o

ther

s in

the

asse

ssm

ent

pro

cess

4

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

as

sess

men

t 4.2

Sum

mar

ise

types

of

info

rmat

ion t

hat

sh

ould

be

mad

e av

aila

ble

to lea

rner

s an

d

oth

ers

invo

lved

in t

he

asse

ssm

ent

pro

cess

4.3

Exp

lain

how

pee

r an

d s

elf-

asse

ssm

ent

can b

e use

d e

ffec

tive

ly t

o p

rom

ote

le

arner

invo

lvem

ent

and p

erso

nal

re

sponsi

bili

ty in t

he

asse

ssm

ent

of

lear

nin

g

4.4

Exp

lain

how

ass

essm

ent

arra

ngem

ents

ca

n b

e ad

apte

d t

o m

eet

the

nee

ds

of

indiv

idual

lea

rner

s

5.1

Exp

lain

how

to judge

whet

her

evi

den

ce

is:

su

ffic

ient

au

then

tic

cu

rren

t

5

Under

stan

d h

ow

to

mak

e as

sess

men

t dec

isio

ns

5.2

Exp

lain

how

to e

nsu

re t

hat

ass

essm

ent

dec

isio

ns

are:

m

ade

agai

nst

spec

ifie

d c

rite

ria

va

lid

re

liable

fa

ir

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

6.1

Eva

luat

e th

e im

port

ance

of

qual

ity

assu

rance

in t

he

asse

ssm

ent

pro

cess

6.2

Sum

mar

ise

qual

ity

assu

rance

and

stan

dar

dis

atio

n p

roce

dure

s in

ow

n a

rea

of

pra

ctic

e

6.3

Sum

mar

ise

the

pro

cedure

s to

follo

w

when

ther

e ar

e dis

pute

s co

nce

rnin

g

asse

ssm

ent

in o

wn a

rea

of

pra

ctic

e

7.1

Exp

lain

the

import

ance

of

follo

win

g

pro

cedure

s fo

r th

e m

anag

emen

t of

info

rmat

ion r

elat

ing t

o a

sses

smen

t

7

Under

stan

d h

ow

to

man

age

info

rmat

ion

rela

ting t

o

asse

ssm

ent

7.2

Exp

lain

how

fee

dbac

k an

d q

ues

tionin

g

contr

ibute

to t

he

asse

ssm

ent

pro

cess

8.1

Exp

lain

leg

al iss

ues

, polic

ies

and

pro

cedure

s re

leva

nt

to a

sses

smen

t,

incl

udin

g t

hose

for

confiden

tial

ity,

hea

lth,

safe

ty a

nd w

elfa

re.

8

Under

stan

d t

he

legal

and g

ood

pra

ctic

e re

quirem

ents

in

rela

tion t

o

asse

ssm

ent

8.2

Exp

lain

the

contr

ibution t

hat

tec

hnolo

gy

can m

ake

to t

he

asse

ssm

ent

pro

cess

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

16

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

8.3

Eva

luat

e re

quirem

ents

for

equal

ity

and

div

ersi

ty a

nd,

wher

e ap

pro

priat

e,

bili

ngual

ism

in r

elat

ion t

o a

sses

smen

t

8.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e an

d c

ontinuin

g p

rofe

ssio

nal

dev

elopm

ent

in t

he

asse

ssm

ent

pro

cess

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(if

verified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

16

1

Un

it 1

1:

Usi

ng

In

clu

sive L

earn

ing

an

d T

each

ing

Ap

pro

ach

es

in L

ifelo

ng

Learn

ing

(L

evel 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Pl

an a

ses

sion f

or

lear

nin

g a

nd t

each

ing

that

mee

ts t

he

nee

ds

of

lear

ner

s

1.2

Ju

stify

the

sele

ctio

n o

f ap

pro

aches

to

mee

t th

e nee

ds

of

lear

ner

s

1

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

1.3

Pl

an a

sses

smen

t m

ethods

to m

eet

the

nee

ds

of

lear

ner

s

2.1

Apply

lea

rnin

g a

nd t

each

ing a

ppro

aches

to

mee

t th

e nee

ds

of

lear

ner

s

2.2

U

se r

esourc

es t

o m

eet

the

nee

ds

of

lear

ner

s

2.3

Com

munic

ate

with lea

rner

s to

mee

t th

eir

nee

ds

and a

id t

hei

r under

stan

din

g

2

Be

able

to d

eliv

er

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

2.4

Pr

ovi

de

const

ruct

ive

feed

bac

k to

lea

rner

s

3.1

Ref

lect

on o

wn a

ppro

aches

to d

eliv

erin

g

incl

usi

ve lea

rnin

g a

nd t

each

ing

3

Be

able

to e

valu

ate

ow

n p

ract

ice

in

del

iver

ing incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Id

entify

are

as f

or

impro

vem

ent

in o

wn

pra

ctic

e

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(if

verified

):

D

ate:

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

16

2

Un

it 1

2:

Usi

ng

In

clu

sive L

earn

ing

an

d T

each

ing

Ap

pro

ach

es

in L

ifelo

ng

Learn

ing

(L

evel 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Pl

an a

ses

sion f

or

lear

nin

g a

nd t

each

ing

that

mee

ts t

he

nee

ds

of

lear

ner

s

1

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

1.2

Ju

stify

the

sele

ctio

n o

f ap

pro

aches

to

mee

t th

e nee

ds

of

lear

ner

s

2.1

D

emonst

rate

incl

usi

ve lea

rnin

g a

nd

teac

hin

g a

ppro

aches

to e

ngag

e an

d

motiva

te lea

rner

s

2.2

D

emonst

rate

the

use

of

appro

priat

e re

sourc

es t

o s

upport

incl

usi

ve lea

rnin

g

and t

each

ing

2.3

U

se a

sses

smen

t m

ethods

to s

upport

le

arnin

g a

nd t

each

ing

2.4

Com

munic

ate

with lea

rner

s to

mee

t th

eir

nee

ds

and a

id t

hei

r under

stan

din

g

2

Be

able

to d

eliv

er

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

2.5

Pr

ovi

de

const

ruct

ive

feed

bac

k to

lea

rner

s

BA033574 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Aw

ards

in P

repar

ing t

o T

each

in t

he

Life

long

Lear

nin

g S

ecto

r (Q

CF)

– I

ssue

2 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

16

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Rev

iew

ow

n a

ppro

aches

to d

eliv

erin

g

incl

usi

ve lea

rnin

g a

nd t

each

ing

3

Be

able

to e

valu

ate

ow

n p

ract

ice

in

del

iver

ing incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Anal

yse

how

ow

n incl

usi

ve lea

rnin

g a

nd

teac

hin

g p

ract

ice

can b

e im

pro

ved t

o

mee

t th

e nee

ds

of

lear

ner

s

Lear

ner

s nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(if

verified

):

D

ate:

sb040912G

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OC.1

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Edexcel Level 3 Award in Preparing to Teach in the ... · Learning outcomes 22 Assessment criteria 22 Unit amplification 22 ... and Level 4 Award in Preparing to Teach in Lifelong