Edexcel Level 3 Certificate in Teaching in the Lifelong ... · The quality assurance model for this level 3 will be different from that of the level 4 Certificate in Teaching in the

Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF)


Mandatory Units

Specification to be used in conjunction with the Optional Units specification

Specialist and Professional qualifications First teaching August 2012

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.

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 BA029605

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

Contents

1 Introducing Edexcel Specialist and Professional qualifications 1

What are 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 qualifications 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 10

Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) 10

Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination 10


Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) 15


5 Assessment 21

6 Recognising prior learning and achievement 23

Recognition of Prior Learning 23

Credit transfer 24

Quality assurance 24

Approval 26

Quality assurance guidance 26

7 Programme delivery 27

8 Access and recruitment 28

9 Access to qualifications for learners with disabilities or specific needs 29

10 Unit format 30

Unit title 30

Unit reference number 30

QCF level 30

Unit type 30

Credit value 30

Guided learning hours 30

Unit aim 30

Assessment requirements 30

Learning outcomes 31

Assessment criteria 31

Unit amplification 31

Information for tutors (non-competence units only) 31

Unit 1: Assess Vocational Skills, Knowledge and Understanding 32

Unit 2: Assessing Learners in Lifelong Learning 39

Unit 3: Assessing Learners in Lifelong Learning 49

Unit 4: Delivering Lifelong Learning 62

Unit 5: Delivering Lifelong Learning 73

Unit 6: Develop and Prepare Resources for Learning and Development 85

Unit 7: Facilitate Learning and Development in Groups 89

Unit 8: Facilitate Learning and Development for Individuals 95

Unit 9: Identify Individual Learning and Development Needs 100

Unit 10: Manage Learning and Development in Groups 104

Unit 11: Planning to Meet the Needs of Learners 110

Unit 12: Planning to Meet the Needs of Learners 120

Unit 13: Principles of Assessment in Lifelong Learning 132

Unit 14: Principles of Assessment in Lifelong Learning 138

Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning 145

Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning 151

Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning 159

Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning 167

Unit 19: Understanding the Principles and Practices of Assessment 176

Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 184

Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 191

Unit 22: Using Resources for Lifelong Learning 198

Unit 23: Using Resources for Lifelong Learning 208

11 Further information and useful publications 220

12 Professional development and training 221

Annexe A: Progression Opportunities 222

Annexe B: Certificate in Teaching in the Lifelong Learning Sector — mapping overview 223

Annexe C: Teaching Practice Assignment 224

Annexe D: Documents for Teaching Practice 227

Annexe E: Personal Learning Log 239

Annexe F: Portfolio Evidence Recording Sheets 244

Unit 1: Assess Vocational Skills, Knowledge and Understanding (Level 3) 244

Unit 2: Assessing Learners in Lifelong Learning (Level 3) 247

Unit 3: Assessing Learners in Lifelong Learning (Level 4) 249

Unit 4: Delivering Lifelong Learning (Level 3) 251

Unit 5: Delivering Lifelong Learning (Level 4) 253

Unit 6: Develop and Prepare Resources for Learning and Development (Level 4) 255

Unit 7: Facilitate Learning and Development in Groups (Level 3) 256

Unit 8: Facilitate Learning and Development for Individuals (Level 3) 258

Unit 9: Identify Individual Learning and Development Needs (Level 3) 260

Unit 10: Manage Learning and Development in Groups (Level 4) 262

Unit 11: Planning to Meet the Needs of Learners (Level 3) 264

Unit 12: Planning to Meet the Needs of Learners (Level 4) 266

Unit 13: Principles of Assessment in Lifelong Learning (Level 3) 268

Unit 14: Principles of Assessment in Lifelong Learning (Level 4) 269

Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) 270

Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) 272

Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) 274

Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) 276

Unit 19: Understanding the Principles and Practices of Assessment (Level 3) 278

Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) 282

Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) 284

Unit 22: Using Resources for Lifelong Learning (Level 3) 286

Unit 23: Using Resources for Lifelong Learning (Level 4) 288

Annexe G: LLUK Assessment Strategy 290

Purpose of this specification

The purpose of this specification is to provide details of the rules of combination and mandatory units for use in the delivery of the Level 3 and Level 4 Certificate in Teaching in Lifelong Learning Sector (QCF).

The mandatory units in this specification are for use in conjunction with:

the Edexcel Optional Units Specification, publications code BA030942.

These mandatory 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 for the changing demands made of the further education sector. Units are 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 mandatory units offered by Edexcel for the Certificate in Teaching in the Lifelong Learning Sector qualifications, and should be used in accordance with the rules of combination. 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 learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 1

– Issue 1 – August 2012 © Pearson Education Limited 2012

1 Introducing Edexcel Specialist and Professional qualifications

What are 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 Certificate in Teaching in the Lifelong Learning Sector. 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 will be different from that of the level 4 Certificate in Teaching in the Lifelong Learning Sector (see the section on Quality Assurance for further details).

What are Edexcel Professional qualifications?

Edexcel Professional qualifications are qualifications from Levels 4–7 on the Qualifications and Credit Framework (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).

2 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector


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 will be different from that of the level 3 Certificate in Teaching in the Lifelong Learning Sector (see the section on Quality Assurance for further details).



2 Qualification summary and key information

Qualification title Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF)

QCF Qualification Number (QN) 600/5448/7

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/08/2012

Age range that the qualification is approved for

19+

Credit value 36

Assessment Centre-devised assessment (internal assessment)


Teaching Practice 30 hours

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 Certificate in Teaching in the Lifelong Learning Sector (QCF)

QCF Qualification Number (QN) 600/5203/X

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/08/2012

Age range that the qualification is approved for

19+

Credit value 36

Assessment Centre-devised assessment (internal assessment)


Teaching practice 30 hours

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)



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 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.edexcel.com/iwantto/Pages/info-manual.aspx

Objective of the qualifications

The Edexcel Level 3 or Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) is for learners who work in, or want to work in, the associate teaching role in the further education sector in England. Candidates should choose the level of study appropriate for themselves. This may be influenced by plans for progression to other teaching roles and qualifications.

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 Preparing to Teach in the Lifelong Learning Sector (PTLLS)

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 (further details are in Section 7, 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



Relationship with previous qualifications

These qualifications are a direct replacement for the Level 3 and 4 Certificate in Teaching in the Lifelong Learning Sector. Any changes made have been in response to sector demand for updating and to provide increased flexibility in responding to the changing demands made of the further education sector. Information about how the new and old units relate to each other is given in Annexe C.

Progression opportunities through Edexcel qualifications

Learners who have achieved the Level 3 or the Level 4 Certificate in Teaching in the Lifelong Learning Sector can progress on to the Level 5 Diploma in Teaching in the Lifelong Learning Sector. See Annexe A: Progression opportunities for further information.

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 and advice is available from the Information and Advice Service at [email protected] or [email protected] or telephone 0300 303 1877.

http://www.excellencegateway.org.uk/�

mailto:[email protected]�

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3 Centre resource requirements

As part of the approval process, centres must make sure that the resources required 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 ensure continuing professional development is provided 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 30 hours of practice. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.

Breadth in practice is encouraged, and should denote varied aspects of training. These could include: the number of teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.

Centres are encouraged to ensure trainee teachers have access to as many of these elements as possible during their teaching practice.

Observed and assessed practice

There must be a minimum of three observations totalling a minimum of 3 hours, over and above any observations done as part of a Preparing to Teach in the Lifelong Learning Sector award. Any single observation must be a minimum of half an hour. These are the minimum requirements, whatever combination of units is undertaken by a learner to achieve the qualification.

All those observing and assessing practice should have:

appropriate qualifications and experience to do so

access to appropriate guidance and support

ongoing participation in related programme quality assurance processes.

The following units require the practice of learners to be observed and assessed in a teaching and learning environment. This can be with individual learners, groups of learners or a combination of both. Observations can be formative or summative.



Units 2 and 3: Assessing Learners in Lifelong Learning (Level 3) and Assessing Learners in Lifelong Learning (Level 4)

Units 4 and 5: Delivering Lifelong Learning (Level 3) and Delivering Lifelong Learning (Level 4)

Units 11 and 12: Planning to Meet the Needs of Learners (Level 3) and Planning to Meet the Needs of Learners (Level 4)

Units 22 and 23: Using Resources for Lifelong Learning (Level 3) and Using Resources for Lifelong Learning (Level 4.

If no observation and assessment of practice is considered appropriate for a particular cohort, learners should be involved in at least one hour of microteaching for:

Units 20 and 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) and Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).

The following unit requires learners to undertake practice in a work environment. Practice should be in the appropriate context — either with groups of learners or with individual learners:

Unit 1: Assess Vocational Skills, Knowledge and Understanding (Level 3).

The following units are optional units for which the same requirements as above apply. (Please see the optional specification for more details on these units).

Unit 6: Develop Learning and Development Programmes (Level 4)

Unit 12: Engage Learners in the Learning and Development Process (Level 3)

Unit 13: Engage with Employers to Develop and Support Learning Provision (Level 3)

Unit 14: Engage with Employers to Facilitate Workforce Development (Level 4)

Unit 18: Identify the Learning Needs of Organisations (Level 4)

Unit 21: Internally Assure the Quality of Assessment (Level 4).

The following units assess occupational competence and there are additional requirements for those assessing these units:

Unit 6: Develop and Prepare Resources for Learning and Development (Level 4)

Unit 7: Facilitate Learning and Development in Groups (Level 3)

Unit 8: Facilitate Learning and Development for Individuals (Level 3)

Unit 9: Identify Individual Learning and Development Needs (Level 3)

Unit 10: Manage Learning and Development in Groups (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.



4 Qualification structures


Qualification structure at a glance – taken from the LSIS Qualification Structure guidance, September 2011

KEY

Award Certificate Unit from learning and development Qualification

OR

OR

OR

M

O

O

O

O

O

O

O

Units from the Level 3 Award in Preparing to Teach in the Lifelong

Learning Sector 12 credits

Level 3

Delivering lifelong learning

3 credits Level 3

Assessing learners in

lifelong learning 3 credits

Level 3

Planning to meet the needs of

learners 3 credits

Level 3

Using resources for lifelong learning

3 credits Level 3

Units from open optional credit

groups 12 credits

Level 3 or Level 4

Assess vocational skills, knowledge and understanding 6 credits Level 3

Identify individual learning and development needs 3 credits Level 3

Develop and prepare learning and development resources 6 credits



Edexcel Level 3 Certificate in Teaching 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 36

Minimum number of credits that must be achieved at Level 3 or above

36

Number of mandatory credits 24

Number of optional credits 12

Teaching practice hours 30

* Indicates units which are also in the Learning and Development qualification

Unit name Unit number

Unit reference number

Level Credit GLH

6 credits must be achieved from this group

Roles, Responsibilities and Relationships in Lifelong Learning

15 M/503/1229 3 3 12

Delivering Lifelong Learning

4 M/503/4907 3 3 15


Understanding Inclusive Learning and Teaching in Lifelong Learning

17 T/503/1233 3 3 12

Using Inclusive Learning and Teaching Approaches in Lifelong Learning

20 Y/503/1242 3 3 12

*Facilitate Learning and Development for Individuals

8 J/502/9549 3 6 25

*Facilitate Learning and Development in Groups

7 F/502/9548 3 6 25


Principles of Assessment in Lifelong Learning

13 Y/503/1239 3 3 12

*Understanding the Principles and Practices of Assessment

19 D/601/5313 3 3 24





Level Credit GLH


Assessing Learners in Lifelong Learning

2 D/503/4904 3 3 15

* Assess Vocational Skills, Knowledge and Understanding

1 F/601/5319 3 6 30


Planning to Meet the Needs of Learners

11 T/503/4911 3 3 15

* Identify Individual Learning and Development Needs

9 K/502/9544 3 3 24


Using Resources for Lifelong Learning

22 Y/503/4917 3 3 15

* Develop and Prepare Resources for Learning and Development

6 A/502/9547 4 6 25



OPTIONAL UNITS – please see optional units specification for further details about these units.

Please note: the unit numbers listed in the table indicate the unit numbers within the optional specification.

* Indicates units which are also in the Learning and Development qualification.



Level Credit GLH

*Assess Occupational Competence in the Work Environment

3 H/601/5314 3 6 30

Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

4 K/503/5473 3 6 30

(The) Coaching and Mentoring Roles

5 M/503/5507 3 6 30


6 T/503/5508 4 6 30

*Develop Learning and Development Programmes

8 M/502/9545 4 6 30

*Engage Learners in the Learning and Development Process

13 F/502/9551 3 6 30

*Engage with Employers to Develop and Support Learning Provision

14 Y/502/9555 3 6 25

*Engage with Employers to Facilitate Workforce Development

15 D/502/9556 4 6 30

Equality and Diversity 16 R/503/5788 3 6 25

Equality and Diversity 17 Y/503/5789 4 6 25

Evaluating Learning Programmes

18 L/503/5790 4 3 15

*Identify the Learning Needs of Organisations

19 H/502/9543 4 6 30

Inclusive Practice 20 L/503/5384 4 15 50

*Internally Assure the Quality of Assessment

22 A/601/5321 4 6 45

The Lifelong Learning Sector

32 A/503/5378 4 15 50





Level Credit GLH

Preparing for the Coaching Role

23 A/503/5509 3 3 15


24 M/503/5510 4 3 15

Preparing for the Mentoring Role

25 T/503/5511 3 3 15


26 A/503/5512 4 3 15

*Provide Information and Advice to Learners and Employers

27 R/502/9554 3 3 20

Quality Procedures within the Lifelong Learning Sector

28 Y/503/5792 3 6 25


29 R/503/5791 4 6 20

*Specialist Delivery Techniques

30 R/504/0229 4 9 30

Teaching in a Specialist Area

31 Y/503/5372 4 15 50

*Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

37 T/601/5320 4 6 45

Understanding and Managing Behaviours in a Learning Environment

35 H/503/5469 4 6 20

Using Study Skills Approaches and Techniques to Enhance the Learning of Others

38 K/503/5814 4 6 25

Working with Individual Learners

39 R/503/5385 4 15 50

Working with Individuals and Small Groups in a Learning Environment

40 H/503/5388 4 9 30

Working with the 14-16 Age Range in the Learning Environment

41 J/503/7215 4 9 30




Qualification structure at a glance – taken from the LSIS Qualification Structure guidance, September 2011 KEY

OR

OR

OR

O

O

O

O

O

O

O

O

Develop and prepare resources for learning and development 6 credits Level 4

Identify individual learning and development needs 3 credits Level 3

Assess vocational skills, knowledge and understanding 6 credits Level 3

Units from the Level 3 Award in Preparing to Teach in the

Lifelong Learning Sector 12 credits

Level 3 or Level 4

Delivering lifelong learning

3 credits Level 3 or Level 4

Assessing learners in lifelong learning


Planning to meet the needs of learners


Using resources for lifelong learning


Units from open optional credit groups

12 credits Minimum of Level 3

Award Certificate Unit from learning and development Qualification



Edexcel Level 4 Certificate in Teaching 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 36

Minimum number of credits that must be achieved at Level 4 or above 24

Number of credits that can be achieved at Level 3 or above 12

Teaching practice hours 30

* Indicates units which are also in the Learning and Development qualification



Level Credit GLH



15 M/503/1229 3 3 12


16 M/503/1232 4 3 12

6 credits must be achieved from group B or C

3 credits must be achieved from sub-group B1 and 3 credits from sub-group B2

Sub-group B1


17 T/503/1233 3 3 12


18 F/503/1235

4 3 12

Sub-group B2


20 Y/503/1242

3 3 12


21 R/503/1238 4 3 12





Level Credit GLH

Group C – 6 credits must be achieved from Group B or Group C

* Facilitate Learning and Development for Individuals

8 J/502/9549 3 6 25

* Facilitate Learning and Development in Groups

7 F/502/9548 3 6 25

* Manage Learning and Development in Groups

10 A/502/9550 4 6 30



13 Y/503/1239 3 3 12


14 R/503/1241 4 3 12

* Understanding the Principles and Practices of Assessment

19 D/601/5313 3 3 24


Delivering Lifelong Learning 4 M/503/4907 3 3 15

Delivering Lifelong Learning 5 T/503/4908 4 3 15



2 D/503/4904 3 3 15


3 H/503/4905 4 3 15

* Assess Vocational Skills, Knowledge and Understanding

1 F/601/5319 3 6 30



11 T/503/4911 3 3 15


12 A/503/4912 4 3 15

* Identify Individual Learning and Development Needs

9 K/502/9544 3 3 24



22 Y/503/4917 3 3 15





Level Credit GLH


23 D/503/4918 4 3 15

* Develop and Prepare Resources for Learning and Development

6 A/502/9547 4 6 25

OPTIONAL UNITS –please see optional units specification for further details about these units.

Please note: The unit numbers listed in the table indicate the unit numbers within the optional specification.

* Indicates units which are also in the Learning and Development qualification.



Level Credit GLH


*Assess Occupational Competence in the Work Environment

3 H/601/5314 3 6 30

Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

4 K/503/5473 3 6 30


5 M/503/5507 3 6 30


6 T/503/5508 4 6 30

Develop Learning and Development Programmes

8 M/502/9545 4 6 30

Developing, Using and Organising Resources within the Lifelong Learning Sector

9 D/503/5390 4 15 50

Developing, Using and Organising Resources within the Lifelong Learning Sector

10 H/503/5391 5 15 50

Effective Partnership Working in the Learning and Teaching Context

11 Y/503/5310 4 15 50





Level Credit GLH

*Engage Learners in the Learning and Development Process

13 F/502/9551 3 6 30

*Engage with Employers to Develop and Support Learning Provision

14 Y/502/9555 3 6 25

Engage with Employers to Facilitate Workforce Development

15 D/502/9556 4 6 30

Equality and Diversity 16 R/503/5788 3 6 25

Equality and Diversity 17 Y/503/5789 4 6 25

Evaluating Learning Programmes

18 L/503/5790 4 3 15

*Identify the Learning Needs of Organisations

19 H/502/9543 4 6 30

Inclusive Practice 20 L/503/5384 4 15 50

*Internally Assure the Quality of Assessment

22 A/601/5321 4 6 45

The Lifelong Learning Sector

32 A/503/5378 4 15 50


23 A/503/5509 3 3 15


24 M/503/5510 4 3 15


25 T/503/5511 3 3 15


26 A/503/5512 4 3 15

*Provide Information and Advice to Learners and Employers

27 R/502/9554 3 3 20


28 Y/503/5792 3 6 25


29 R/503/5791 4 6 20

Specialist Delivery Techniques

30 R/504/0229 4 9 30





Level Credit GLH

Teaching in a Specialist Area

31 Y/503/5372 4 15 50

Tutoring and Course Leadership in the Lifelong Learning Sector

34 J/503/5383 5 15 50

Understanding the Principles and Practices of Externally Assuring the Quality of Assessment

36 F/601/5322 4 6 45

*Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

37 T/601/5320 4 6 45

Understanding and Managing Behaviours in a Learning Environment

35 H/503/5469 4 6 20

Using Study Skills Approaches and Techniques to Enhance the Learning of Others

36 K/503/5814 4 6 25

Working with Individual Learners

39 R/503/5385 4 15 50

Working with Individuals and Small Groups in a Learning Environment

40 H/503/5388 4 9 30


41 J/503/7215 4 9 30


42 L/503/7216 5 15 50



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 (eg 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. If this is the case 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, eg scheme of work/session plans/observation reports

the use of Harvard referencing for all research materials.

There should be evidence in the course file that assignments have been internally reviewed and moderated. 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.

To achieve the Certificate in Teaching in the Lifelong Learning Sector, there is also a requirement for 30 hours of practice. Any appropriate location for practice 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.



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.

Trainee teachers may join this certificate qualification programme holding a Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award, accredited with either 6 or 12 credits. The Learning and Skills Improvement Service (LSIS) has recognised and confirmed that either the 6 or 12 credit PTLLS qualifications meet the same requirements and, therefore, learners should not be required to present any further evidence, whichever PTLLS they hold, on entry for a CTLLS programme of study. This will excuse them from the first part of the qualification. Ofqual has confirmed its agreement to this approach.

Further guidance is available in the Recognition of Prior Learning Policy document, 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).

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http://www.excellencegateway.org.uk/node/68�

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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.

Trainee teachers may join this certificate qualification programme holding a Preparing to Teach in the Lifelong Learning Sector (PTLLS) award, worth either 6- or 12- credits. The Learning and Skills Improvement Service (LSIS) has recognised and confirmed the 6- and 12- credit PTLLS qualifications as meeting the same requirements, which means these credits can excuse a learner from the first part of the qualification. Ofqual has confirmed its agreement to this approach.

Quality assurance

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 http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

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)

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, by email

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 on external examination and standards verification, please refer to chapter 6 of the UK BTEC Quality Assurance Handbook.



Approval

Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.

Centres already holding Edexcel approval are able to gain qualification approval online. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

The new 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.

Quality assurance guidance

Details of quality assurance for Edexcel and BTEC qualifications are available on our website (www.edexcel.com) under Signposts to Quality (www.edexcel.com/quals/BTEC/quality/Pages/default.aspx).

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http://www.edexcel.com/quals/BTEC/quality/Pages/default.aspx�



7 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 of 30 hours of practice; further details are available within individual units and in the Specific resource requirements section.

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

Centres may wish to approach the core units of the CTLLS Level 4 qualification as a single, holistic, integrated activity. Alternatively, they may wish to integrate the theory with the practical assessments for individual units. The learning activities suggested in the units are designed to link with those of other CTLLS qualification core units to form a continuous programme. The programme combines taught sessions, individual directed study and teaching practice. Units may be delivered in any order but the numbering of units provided in the guidance provides a logical sequence.



8 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 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. 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. If learners join the qualification programme having already completed a PTLLS award, their record of development needs and previous action to address them should be reviewed. There are no other nationally agreed entry requirements. (Taken from Qualification Guidance by the Learning and Skills Improvement Service, September 2011.)

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 9, 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.



9 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. The Edexcel Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are 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 in the policy documents Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications, which are on our website, www.edexcel.com/Policies/.



10 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).


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.



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 tutors 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 – give suggestions for ways to engage learners to meet the learning outcomes.

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 – gives suggestions for assessment for each assessment criteria.

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 learners

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



Unit 1: Assess Vocational Skills, Knowledge and Understanding

Unit reference number: F/601/5319

QCF level: 3

Unit type: Competence

Credit value: 6

Guided learning hours: 30

Unit aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out the assessment of vocational skills, knowledge and understanding outside the work environment. Assessment methods include: assessments of the learner in simulated environments, skills tests oral and written questions, assignments, projects, case studies, recognising prior learning. The unit does not require the design of assessments.


Evidence for all learning outcomes must come from performance in the work environment. Practice should be in the appropriate context –either with groups or with individuals. Simulation is not permitted.

There must be evidence of the learner carrying out at least two assessments of two students' skills, knowledge and understanding (ie four assessments in total).

There must be evidence to cover all of the assessment methods listed in the unit. There must be performance evidence for at least three of the following assessment methods: assessments of the student in simulated environments skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. Other forms of evidence will be acceptable for the remaining assessment methods.

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.

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of

evid

ence

, st

uden

t w

ork

, per

form

ance

evi

den

ce,

test

res

ults,

res

ponse

s to

ques

tionin

g,

resu

lts,

ach

ieve

men

t re

cord

s, a

uth

entici

ty,

reco

rdin

g o

bse

rvat

ion

evid

ence

.

□

Com

par

ing e

viden

ce a

gai

nst

ass

essm

ent

criter

ia,

stan

dar

ds,

in

div

idual

or

gro

up c

ontr

ibutions,

eg v

alid

, co

her

ent,

rel

iable

, fa

ir,

real

istic,

rel

evan

t.

□

Com

pat

ibili

ty w

ith a

sses

smen

t, lea

rnin

g p

rogra

mm

e, e

g

voca

tional

and a

war

din

g o

rgan

isat

ion s

tandar

ds

and r

equired

le

arnin

g o

utc

om

es,

adher

e to

col

lege

and/o

r in

dust

ry,

awar

din

g

body

and g

ove

rnm

ent

requirem

ents

.

2.4

M

ake

asse

ssm

ent

dec

isio

ns

rela

ting t

o v

oca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

agai

nst

spec

ifie

d c

rite

ria

□

Evi

den

ce t

hat

is

appro

priat

e, e

g r

ange

of

evid

ence

cle

arly

id

entified

agai

nst

ass

essm

ent

criter

ia,

dec

isio

ns

bas

ed o

n

evid

ence

that

is

valid

, su

ffic

ient

and a

uth

entic,

rel

iable

and c

an

be

repea

ted o

r le

arnin

g t

ransf

erre

d;

dec

isio

ns

are

fair,

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

.

2.5

Fo

llow

sta

ndar

dis

atio

n

pro

cedure

s □

O

rgan

isat

ion a

sses

smen

t polic

ies

and p

roce

dure

s, e

g c

om

ply

ing

with a

war

din

g b

ody,

nat

ional

occ

upat

ional

sta

ndar

ds

requirem

ents

.

□

Tea

m,

asse

ssor

stan

dar

dis

atio

n,

eg a

cross

qual

ific

atio

ns,

units,

m

odule

s, a

sses

smen

t cr

iter

ia,

lear

ner

s, a

sses

sors

, obse

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

; ev

aluat

ion p

roce

dure

s.

36

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

Pr

ovi

de

feed

bac

k to

the

lear

ner

th

at a

ffirm

s ac

hie

vem

ent

and

iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and p

rogre

ssio

n

□

Appro

priat

e ap

pro

aches

to f

eedbac

k, e

g t

imin

g a

nd loca

tion f

or

feed

bac

k neg

otiat

ed w

ith s

tuden

t, lin

ked t

o a

sses

smen

t opport

unitie

s, u

sing t

he

range

of

avai

lable

evi

den

ce,

pro

vidin

g

opport

unity

for

studen

ts t

o g

ive

feed

bac

k, f

ocu

sing o

n iden

tified

cr

iter

ia a

nd s

tandar

ds,

invo

lvin

g t

he

studen

t ac

tive

ly in t

he

feed

bac

k, a

void

ing p

erso

nal

iss

ues

or

bia

s, u

se o

f fe

edbac

k sa

ndw

ich;

iden

tify

ing o

pport

unitie

s fo

r pro

gre

ssio

n,

sett

ing

real

istic

goal

s.

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g,

its

outc

om

es a

nd lea

rner

pro

gre

ss

□

Ref

lect

s ap

pro

priat

e ra

nge

of

activi

ties

, re

cord

of

appro

priat

e nat

ura

lly o

ccurr

ing e

viden

ce,

obse

rvat

ion,

inte

rvie

w,

dis

cuss

ion

reco

rds,

eg w

ritt

en r

ecord

s, v

ideo

, au

dio

; le

arner

and w

itnes

s st

atem

ent;

rec

ord

of

pro

duct

, eg

tra

ckin

g a

nd loggin

g

docu

men

ts,

action p

lans,

ass

essm

ent

pro

form

a, e

xam

ple

s;

reco

rd o

f ques

tionin

g,

regula

r pro

gre

ss c

hec

ks,

targ

ets

chec

ked

at a

ppro

priat

e in

terv

als.

3.2

M

ake

asse

ssm

ent

info

rmat

ion

avai

lable

to a

uth

orise

d

colle

agues

as

required

□

Iden

tify

ing a

ppro

priat

e co

lleag

ues

, eg

rec

ord

ing e

viden

ce in a

w

ay t

hat

can

be

shar

ed w

ith a

ppro

priat

e ac

cess

, use

of

tech

nolo

gy,

ele

ctro

nic

form

ats,

tea

m m

eetings,

ass

essm

ent

or

stan

dar

dis

atio

n m

eetings,

cro

ss-p

rogra

mm

es,

assi

gnm

ents

, org

anis

atio

n,

emplo

yers

, holis

tic

appro

aches

, dis

tance

tra

velle

d,

valu

e ad

ded

.

3

Be

able

to p

rovi

de

required

in

form

atio

n

follo

win

g t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

3.3

Fo

llow

pro

cedure

s to

mai

nta

in

the

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion

□

Sec

ure

envi

ronm

ent

for

pro

vidin

g f

eedbac

k, s

afeg

uar

din

g

reco

rdin

g a

nd s

tora

ge

of

info

rmat

ion,

eg o

rgan

isat

ional

pro

cedure

s, d

ata

pro

tect

ion,

secu

rity

and s

afet

y of

pap

er-b

ased

re

cord

s, e

lect

ronic

form

ats

for

reco

rdin

g a

nd s

tora

ge

and

elec

tronic

saf

eguar

ds;

iden

tify

ing t

hose

with leg

itim

ate

acce

ss

and lim

itin

g a

cces

s.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 3

7

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion

rela

ting t

o t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g,

incl

udin

g t

hose

fo

r hea

lth,

safe

ty a

nd w

elfa

re

□

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 h

ealth a

nd s

afet

y, e

qual

ity

and d

iver

sity

, dat

a pro

tect

ion.

□

Org

anis

atio

nal

polic

ies

and p

roce

dure

s, e

g s

afeg

uar

din

g lea

rner

s during a

sses

smen

t, s

tandar

dis

atio

n,

moder

atio

n o

f as

sess

men

t;

qual

ific

atio

ns

and o

ccupat

ional

com

pet

ence

of

asse

ssors

, pro

fess

ional

updat

ing,

continuin

g p

rofe

ssio

nal

dev

elopm

ent

requirem

ents

.

4.2

Apply

req

uirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

□

Legis

lation,

emplo

ymen

t re

gula

tions

and p

olic

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 e

g v

isual

auditory

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 n

egotiat

ing t

imin

g,

conte

xt,

pro

vidin

g

additio

nal

res

ourc

es w

her

e ap

pro

priat

e, r

ecognis

ing a

dditio

nal

su

pport

nee

ds,

alter

nat

ive

appro

aches

.

4

Be

able

to

mai

nta

in leg

al a

nd

good p

ract

ice

requirem

ents

w

hen

ass

essi

ng

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing

out

asse

ssm

ents

of

voca

tional

sk

ills,

know

ledge

and

under

stan

din

g

□

Rev

iew

of

ow

n c

om

pet

ence

, eg

sel

f-as

sess

men

t, e

valu

atio

n o

f pla

nnin

g a

nd c

arry

ing o

ut

of as

sess

men

t, S

elf

Ass

essm

ent

Rev

iew

(SAR),

under

stan

din

g o

f cu

rren

t occ

upat

ional

and

awar

din

g o

rgan

isat

ion e

xpec

tations,

stu

den

t’s

achie

vem

ents

, ev

aluat

ion/f

eedbac

k fr

om

stu

den

ts,

teac

her

s, m

anag

ers,

ext

ernal

qual

ity

asse

ssors

, oth

er indiv

idual

s an

d p

rofe

ssio

nal

s,

obse

rvat

ion r

eport

s, o

utc

om

e fr

om

appra

isal

, m

ilest

ones

, m

onitoring a

nd m

odific

atio

ns,

updat

ing k

now

ledge

and

occ

upat

ional

exp

ertise

, sk

ills

and s

elf-

confiden

ce,

dev

elopin

g

tech

nolo

gie

s to

ext

end a

nd e

nhan

ce a

sses

smen

t pro

cess

.

38

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Tak

e par

t in

continuin

g

pro

fess

ional

dev

elopm

ent

to

ensu

re c

urr

ent

exper

tise

and

com

pet

ence

in a

sses

sing

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

□

Usi

ng r

evie

w o

f co

mpet

ence

, eg

iden

tify

ing c

onst

rain

ts a

nd

opport

unitie

s, a

ctio

n p

lannin

g,

esta

blis

hin

g r

ealis

tic

goal

s an

d

targ

ets

for

ow

n o

ccupat

ional

com

pet

ence

, updat

ing o

ccupat

ional

ex

per

tise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to a

sses

smen

t pla

ns,

exp

lore

alter

nat

ive

appro

aches

to a

sses

smen

t, c

han

ges

in

polic

ies,

pro

cedure

s or

regula

tions

rela

ting t

o a

sses

smen

t,

tech

nolo

gie

s to

dev

elop a

nd im

pro

vem

ent

of

ow

n a

sses

sing,

CPD

, aw

ardin

g o

rgan

isat

ion p

rovi

sion f

or

pro

fess

ional

updat

ing.



Unit 2: Assessing Learners in Lifelong Learning

Unit reference number: D/503/4904

QCF level: 3

Unit type: Specialist

Credit value: 3


Unit aim

This unit enables learners to use different types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate their own assessment practice. It covers expectations in relation to the minimum core in assessing learners in lifelong learning.

Learners will be expected to communicate assessment information to other relevant professionals in the appropriate way, evaluate their own assessment practice and look for ways to improve.

The unit emphasises assessment approaches that promote student involvement in the assessment process, through self and peer assessment, as well as the use of questioning and feedback. There is a specific focus on providing evidence that is valid, reliable, sufficient, authentic and current.

The unit provides opportunities for learners to explain how minimum core elements can be demonstrated in assessing students, particularly in specialist areas.

It is recommended that this unit be delivered simultaneously with Unit 13: Principles of Assessment in Lifelong Learning (Level 3) or Unit 19: Understanding the Principles and Practices of Assessment (Level 3). This will provide the opportunity to review and to put into practice the basic concepts of assessment dealt with in these units. It will also eliminate unnecessary duplication of work by learners and reinforce the understanding of the nature and purpose of assessment in learning and teaching.


The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted.

Practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of practice can be formative and summative.

40

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sel

ect

and a

pply

ass

essm

ent

types

and m

ethods

to m

eet

the

nee

ds

of

lear

ner

s

□

Typ

es,

eg A

PL

(acc

redited

prior

lear

nin

g),

form

ativ

e or

sum

mat

ive,

norm

or

criter

ion r

efer

ence

d,

skill

s an

d/o

r kn

ow

ledge

and/o

r under

stan

din

g.

□

Met

hods,

eg c

ours

ework

, m

ulti-

choic

e, e

ssay

, sh

ort

answ

er t

ests

, Q

&A,

pra

ctic

al s

kills

-bas

ed t

esting,

exper

imen

ts,

pro

ject

s,

obse

rvat

ion,

pro

fess

ional

dis

cuss

ion,

witnes

s st

atem

ent,

onlin

e.

1.2

U

se p

eer

and s

elf-

asse

ssm

ent

to

pro

mote

lea

rner

invo

lvem

ent

and p

erso

nal

res

ponsi

bili

ty in t

he

asse

ssm

ent

for

and o

f th

eir

lear

nin

g

□

Peer

, eg

colla

bora

tive

act

ivitie

s, p

eer

mar

king o

f w

ritt

en

work

/tes

ts,

pee

r obse

rvat

ion a

nd f

eedbac

k, p

air

or

gro

up

asse

ssm

ent

activi

ty.

□

Sel

f, e

g I

LP (

indiv

idual

lea

rnin

g p

lan),

sel

f-as

sess

men

t ag

ainst

per

form

ance

or

asse

ssm

ent

criter

ia,

indiv

idual

dis

cuss

ion a

nd

reflec

tion.

1

Be

able

to u

se

types

and m

ethods

of

asse

ssm

ent

to

mee

t th

e nee

ds

of

lear

ner

s

1.3

U

se q

ues

tionin

g a

nd f

eedbac

k in

th

e as

sess

men

t fo

r an

d o

f le

arnin

g

□

Ques

tionin

g,

eg o

pen

and c

lose

d q

ues

tions,

chec

king

under

stan

din

g,

enco

ura

gin

g s

tuden

t ques

tions,

form

al q

ues

tionin

g

agai

nst

crite

ria,

chec

king u

nder

pin

nin

g k

now

ledge

in s

kills

as

sess

men

t.

□

Feed

bac

k, e

g c

lear

, co

nst

ruct

ive,

appro

priat

e en

viro

nm

ent

and

tim

ing,

spec

ific

to a

sses

smen

t re

quirem

ents

, fe

edbac

k sa

ndw

ich

(pra

ise,

critici

sm,

pra

ise)

, ‘m

edal

and m

issi

on’, a

ctio

n p

lannin

g.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 4

1

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

U

se a

sses

smen

t ty

pes

and

met

hods

to e

nab

le lea

rner

s to

pro

duce

ass

essm

ent

evid

ence

th

at is

valid

, re

liable

, su

ffic

ient,

au

then

tic

and c

urr

ent

□

Val

id,

eg a

gai

nst

lea

rnin

g o

bje

ctiv

es,

mee

ting s

tandar

ds,

ad

dre

ssin

g s

tuden

t nee

ds;

rel

iable

eg a

ppro

priat

e as

sess

men

t or

per

form

ance

crite

ria,

rig

oro

us,

moder

ated

; su

ffic

ient

eg

appro

priat

e am

ount,

ran

ge

and lev

el o

f ev

iden

ce,

logged

and

trac

ked.

□

Auth

entic,

eg s

tuden

t ow

ner

ship

, su

pport

ing s

tate

men

ts,

attr

ibution t

o s

ourc

e, r

epea

table

.

□

Curr

ent,

eg m

eeting c

urr

ent

stan

dar

ds,

evi

den

ce t

hat

is

curr

ent,

ac

tive

ly e

ngag

ing t

he

studen

t in

ass

essm

ent

pro

cess

.

2.1

D

efin

e th

e ke

y co

nce

pts

of

asse

ssm

ent

□

Conce

pts

, eg

form

ativ

e, s

um

mat

ive

asse

ssm

ent,

norm

or

criter

ion

refe

renci

ng,

sett

ing o

bje

ctiv

es.

□

Car

ryin

g o

ut,

eg s

elec

ting a

nd a

gre

eing c

rite

ria,

neg

otiat

ing t

imin

g

and e

nvi

ronm

ent,

obse

rvat

ion o

f sk

ills,

sel

f-as

sess

men

t, t

esting,

dis

cuss

ions,

e-a

sses

smen

t.

□

Rec

ord

ing,

eg inte

rnal

and e

xter

nal

req

uirem

ents

, pap

er b

ased

, ac

tion p

lans,

onlin

e, loggin

g a

nd t

rack

ing o

f ev

iden

ce,

indiv

idual

le

arnin

g p

lan.

2

Be

able

to c

onduct

an

d r

ecord

as

sess

men

ts in

acco

rdan

ce w

ith

inte

rnal

and

exte

rnal

pro

cess

es

and r

equirem

ents

2.2

Sta

te t

he

asse

ssm

ent

requirem

ents

and r

elat

ed

pro

cedure

s of

lear

nin

g

pro

gra

mm

es

□

Ass

essm

ent

requirem

ents

, eg

aw

ardin

g b

ody,

voca

tional

st

andar

ds,

mar

king s

chem

es,

criter

ion o

r norm

-ref

eren

cing,

stan

dar

dis

atio

n.

□

Lear

nin

g p

rogra

mm

e, e

g o

pport

unitie

s fo

r gen

erat

ing e

viden

ce,

know

ledge

and u

nder

stan

din

g r

equirem

ents

, sk

ills

opport

unitie

s,

equal

ity

of

opport

unity

and a

cces

s, s

uffic

ient

and a

ppro

priat

e re

sourc

es.

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– I

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1 –

August

2012 ©

Pea

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Car

ry o

ut

and r

ecord

as

sess

men

ts t

o m

eet

inte

rnal

an

d e

xter

nal

pro

cess

es a

nd

requirem

ents

□

Inte

rnal

, eg

mee

t org

anis

atio

n p

olic

ies

and p

roce

dure

s,

appro

priat

e co

nte

xt,

inte

rnal

ver

ific

atio

n o

r m

oder

atio

n in r

elat

ion

to t

he

lear

nin

g p

rogra

mm

e, a

ddre

ss s

tuden

t nee

ds.

□

Ext

ernal

, eg

aw

ardin

g o

rgan

isat

ion r

equirem

ents

and s

tandar

ds,

sa

mplin

g,

valid

ated

ass

esso

rs,

outc

om

es c

an b

e au

then

tica

ted,

exte

rnal

ver

ific

atio

n o

r ex

amin

ers,

mee

ting e

mplo

yer

requirem

ents

.

2.4

Com

munic

ate

asse

ssm

ent

info

rmat

ion t

o o

ther

pro

fess

ional

s w

ith a

n inte

rest

in

lear

ner

ach

ieve

men

t

□

Ass

essm

ent

info

rmat

ion,

eg s

tuden

t ac

hie

vem

ent,

support

nee

ds,

pro

gra

mm

e per

form

ance

, to

info

rm q

ual

ity

assu

rance

, to

info

rm

gove

rnm

ent

and o

rgan

isat

ional

sta

tist

ics.

□

Oth

er p

rofe

ssio

nal

s, e

g c

olle

agues

or

subje

ct t

eam

, m

anag

er

resp

onsi

ble

for

lear

nin

g p

rogra

mm

es,

emplo

yers

, in

spec

tion

agen

cies

, aw

ardin

g b

odie

s, o

ther

educa

tion o

r tr

ainin

g p

rovi

der

s.

3.1

Exp

lain

how

min

imum

core

el

emen

ts c

an b

e dem

onst

rate

d

in a

sses

sing lea

rner

s in

lifel

ong

lear

nin

g

□

Exp

ecta

tions,

eg a

war

enes

s of

curr

ent

requirem

ents

of

spec

ialis

t ar

ea,

awar

din

g o

rgan

isat

ion o

r vo

cational

org

anis

atio

n s

tandar

ds

rela

ting t

o m

inim

um

core

.

□

Opport

unitie

s, e

g n

atura

lly o

ccurr

ing e

viden

ce,

inte

gra

ted

asse

ssm

ent

appro

aches

, en

coura

gin

g s

tuden

ts,

incr

ease

d

rele

vance

to lea

rnin

g a

nd s

kills

, onlin

e as

sess

men

ts.

3

Under

stan

d

expec

tations

in

rela

tion t

o t

he

min

imum

core

in

asse

ssin

g lea

rner

s in

lifel

ong lea

rnin

g

3.2

Apply

min

imum

core

ele

men

ts in

asse

ssin

g lea

rner

s in

ow

n

spec

ialis

t ar

ea

□

Languag

e, e

g v

erbal

ass

essm

ent,

pre

senta

tions,

ques

tion a

nd

answ

er,

pro

fess

ional

dis

cuss

ion.

□

Lite

racy

, eg

writt

en a

ssig

nm

ent,

res

earc

hin

g,

writt

en t

ests

or

exam

inat

ion.

□

Num

erac

y, e

g u

se o

f m

easu

rem

ent,

conce

pt

of

scal

e, s

tatist

ics.

□

ICT,

eg s

pre

adsh

eets

, dat

a in

terp

reta

tion,

onlin

e or

e-as

sess

men

t,

reco

rdin

g a

nd s

toring e

viden

ce.

BA029605 –

Spec

ific

atio

n –

Edex

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vel 3 a

nd 4

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tifica

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in T

each

ing in t

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Life

long L

earn

ing S

ecto

r 4

3

– I

ssue

1 –

August

2012 ©

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tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Ref

lect

on t

he

effe

ctiv

enes

s of

ow

n a

sses

smen

t pra

ctic

e, t

akin

g

acco

unt

of

the

view

s of

lear

ner

s

□

Eva

luat

ion,

eg v

erbal

or

writt

en e

valu

atio

n o

f as

sess

men

t pro

cess

or

pro

duct

, te

am e

valu

atio

n,

revi

ewin

g a

sses

smen

t outc

om

es.

□

Ref

lect

on o

wn p

ract

ice,

eg S

WO

T a

nal

ysis

on a

sses

smen

t st

rate

gie

s, r

evie

w o

f as

sess

men

t outc

om

es,

achie

vem

ent

of

targ

ets,

annual

rev

iew

/Sel

f Ass

essm

ent

Rev

iew

, obse

rvat

ion

feed

bac

k.

4

Be

able

to e

valu

ate

ow

n a

sses

smen

t pra

ctic

e

4.2

Id

entify

way

s to

im

pro

ve o

wn

asse

ssm

ent

pra

ctic

e □

Im

pro

vem

ents

, eg

des

ign a

nd d

eliv

ery

of

asse

ssm

ent

sched

ule

s,

chan

ges

to a

sses

smen

t ac

tivi

ties

(tim

ing a

nd s

ched

ulin

g),

re

sourc

e re

quirem

ents

, CPD

, obse

rvat

ion.

□

Chan

ges

, eg

chal

lengin

g s

tuden

ts,

lear

nin

g s

tyle

s, m

otiva

ting a

nd

targ

etin

g s

elec

ted s

tuden

ts u

sing e

valu

atio

n t

o p

lan c

han

ges

to

asse

ssm

ent,

pro

gra

mm

e or

del

iver

y.



Information for tutors

Delivery

It is helpful to adopt a holistic approach to both delivery and assessment. This reinforces links between the different aspects of learning and teaching and reduces the risk of repeated teaching and assessment. Having covered the basic principles of assessment in Unit 13: Principles of Assessment in Lifelong Learning (Level 3), learners will have examined types and methods of assessment used in lifelong learning, and the requirements for keeping records. This unit provides an opportunity to review these, either through tutor presentation or, in keeping with the links to teaching practice in the CTLLS qualification, through learners drawing on their own practices such as through the use of mini-presentations.

Delivery approaches should provide the opportunity to focus on the variety of assessment methods used for the CTLLS qualification, such as written evaluations, reflective journal entries, observation, professional discussion and witness statements. Tutors should help learners see links to their own practice.

There are opportunities for delivery to focus on aspects of peer and self-assessment, promoting learner involvement and personal responsibility for assessment. Many learners might view assessment as the responsibility of the tutor, teacher or trainer, becoming confused by questions such as ‘How do you think you have done?’ This could stem from a view that assessment is separate from learning and teaching rather than part of the process. Teachers should recognise that the use of questioning and feedback is part of learning.

Learners should focus on the use of assessment approaches that stimulate and encourage further learning. Mini-presentations can provide examples of different approaches to carrying out and recording assessments in order to meet different internal and external requirements, as well as communicating information with other professionals in different contexts.

In using a range of assessment instruments, learners will have the opportunity to address both minimum core numeracy and ICT in the recording and application of data. This could be through methods of tracking and logging learner achievements. It could also take place via interpreting assessment data for colleagues, for the organisation or for others. Learners need to demonstrate their understanding of both organisational and external requirements, with special emphasis on the need to maintain standards of quality that will meet the requirements of moderation, examination and verification.

Wherever possible, content of the unit should be related to learners’ own teaching situations, students and experiences. Tutors should emphasise links with the current professional standards, discussing the issues raised by the unit amplification both formally and informally. Tutors are advised to use assessment tools to help learners evaluate their own performance as a teacher, identifying opportunities for improvement.

The delivery of this unit may take place over a defined timescale, so the generation of evidence is ongoing throughout teaching practice and builds a practice portfolio. To avoid over-reviewing, tutors could undertake a review halfway through the course or between the core and fully optional units.



Learning activities

These learning activities have been included as guidance for use with the suggested assessment activities. They are based on the delivery of Unit 13: Principles of Assessment in Lifelong Learning (Level 3) and demonstrate one way to plan the delivery and assessment of the unit. The range of learning activities suggested for this unit include tutor led discussions and presentations, whole group activities, individual learner presentations and teaching practice assessment. Centres that already have a learning programme for the CTLLS qualification will find changes are minimal.

Introduction to unit

At the beginning of the unit, time can be given to discussing learning and assessment activities, the links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace.

Learning outcomes 1 and 2

Tutor-led group discussion based on summarising basic concepts covered in the first four units of the CTLLS qualification (PTLLS), with the aid of whiteboard/interactive-board or flipcharts. Using flipcharts and small-group work, each group takes a specific aspect of assessment, eg skills, knowledge or understanding. Each group summarises the key concepts of assessment, shares their findings with other groups and then records information from other groups in turn.

Using the headings ‘valid, reliable, sufficient, authentic and current’, each individual writes down at least one suggestion as to how each requirement could be achieved from their practice. Each suggestion is recorded on a small piece of paper and posted to a display space.

The tutor summarises the two activities, with the addition of any aspects not covered by the group. The results could be downloaded onto an electronic site or provided as a handout. A different group member could be nominated to act as scribe for each recording task.

Learning outcomes 1, 2, 3 and 4

Individual learner mini-presentations identifying reasons for selection of contrasting assessment methods to meet the different needs of students. Where possible, select one assessment method for skills and one for knowledge. The presentation should include a brief description of how and when the assessment is used and who the students are, as well as specifying the assessment requirements and related procedures of learning programmes. Mini-presentations could be followed by group feedback and discussion, reviewing how effective different assessment approaches can be in meeting the different needs of students and learning programmes. A discussion on how minimum core elements can be demonstrated in assessing students would also be appropriate. This could involve tutor input and case studies where required.

Learning outcomes 1, 2 and 3

Teaching practice assessment could include: the use of peer and self-assessment to promote student involvement and personal responsibility in the assessment for and of their learning; questioning and feedback in the assessment for and of learning; the recording of assessments which meet internal and external processes and requirements; communication of assessment information to other professionals with an interest in student achievement; and the use of minimum core elements in assessing students in own specialist area.



Assessment

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

Assessment of this unit must take into consideration the assessment of Unit 13: Principles of Assessment in Lifelong Learning (Level 3) in order to avoid duplication. Through this unit, learners will demonstrate a development of the skills, knowledge and understanding required when preparing to teach and assess.

Evidence for this unit can include examples from:

key documentation, eg organisation, awarding organisation, vocational body

records of formal assessment according to organisation and/or awarding body requirements, eg assessment record

skills/performance task sheets

records of informal assessment, eg individual learning plan, individual learner records of achievement

questioning

written feedback

assessment activities identifying assessment criteria

learner self-assessment such as a personal learning log or reflective journal, eg reflective elements of the mini-presentations and group activities

tutor/observer record–record of feedback focusing specifically on the use of assessment as an integral part of learning and teaching

witness statements relating to the use of assessment when not part of the teaching observation requirements.

It is essential to link the assessment of this unit to Unit 13: Principles of Assessment in Lifelong Learning (Level 3). It is also essential to link it to Unit 11: Planning to Meet the Needs of Learners (Level 3), Unit 22: Using Resources for Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3). In this way, all aspects of assessing learning and teaching can be considered holistically.

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 adapt Edexcel suggestions to meet local needs and resources or write their own assessments.

For Level 3 learners, it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.



Assessment criteria 1.1, 1.4 and 3.2

As part of the three observed teaching practice sessions, learners select and include an example of at least one different assessment type and method for each session.

For each assessment activity, learners provide evidence to show how it meets the needs of students and produce assessment evidence that is valid, reliable, sufficient, authentic and current.

Learners should include one of the session plans as an example of how they have used the opportunity to assess at least one aspect of the minimum core.

Assessment evidence

Session plans, sample assessment activities, assessment records, feedback records, observation records.

Assessment criteria 1.2, 1.3, 2.3 and 2.4

Learners provide at least one task as an example of an individual student’s self-assessment. This should include examples of the use of questioning and feedback in promoting learning and be combined, as part of the teaching practice, with assessment of at least one individual student.

If it is not possible to carry out an individual assessment as part of the planned session (including questioning and providing feedback 1:1), an appropriate assessor should observe a specific 1:1 assessment activity and give the learner feedback on how well they met the internal and external assessment requirements. The learner should record the outcomes of the assessment and communicate these with appropriate individuals.

Assessment evidence

Examples of assessment records, record of feedback, observation record/s.

Assessment criteria 2.1, 2.2, 3.1, 4.1 and 4.2

Learners review the types and methods of assessment covered in Unit 13: Principles of Assessment in Lifelong Learning (Level 3) (for example, types such as diagnostic, formative, summative, norm or criterion referenced, skills, knowledge or understanding; methods: written, verbal, practical, portfolio, self-assessment, reflection, online) and explain how the use of specific approaches contributes to learning and teaching in their experience. In addition, learners consider how well they incorporated assessment into their scheme of work and session plans.

Learners answer the following questions: How can you include minimum core elements in assessing your students? What do you need to do to improve your assessment practice?

Assessment evidence

Written reflection for example, session evaluation/s, personal learning log and professional discussion.



Indicative resource materials

Textbooks

Dadzie S – Equality Assurance: Self-Assessment for Equal Opportunities in Further Education (Further Education Development Agency, 1998) ISBN 9781853384738

Gadsby C –Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027

Gravells A and Simpson S–Passing CTLLS Assessments (Lifelong Learning Sector), 1st Edition (Learning Matters, 2011) ISBN 9780857253699

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

Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson Thornes, 2009) ISBN 9781408504529

Wolf A–Competence-Based Assessment (Assessing Assessment) (Open University Press, 1995) ISBN 9780335190232

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

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

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

http://www.bis.gov.uk/�


http://www.lsis.org.uk/�

http://www.niace.org.uk/�

http://www.skillsfundingagency.bis.org.uk/�



Unit 3: Assessing Learners in Lifelong Learning

Unit reference number: H/503/4905

QCF level: 4

Unit type: Professional

Credit value: 3


Unit aim

The aim of this unit is to enable learners to use types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate their own assessment practice. The unit covers expectations in relation to the minimum core in assessing learners in lifelong learning.

Learners will be expected to communicate assessment information to other relevant professionals in the appropriate way, evaluate their own assessment practice and look for ways to improve.

This unit is based on demonstrating an understanding of practical learning, teaching and assessment activities and should be viewed as an extension of Unit 14: Principles of Assessment in Lifelong Learning (Level 4) or Unit 19: Understanding the Principles and Practices of Assessment (Level 3).


The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of learners’ practice can be formative and summative.

Learners need to show how to meet internal and external requirements for assessment. This is to ensure accurate information is available about subject-related achievement which can be shared with students and those with a legitimate interest in student achievement. The unit also requires a review of ways in which assessment can address the minimum core elements–where opportunities to assess language, literacy, numeracy and ICT may be integrated in a meaningful way and put into practice.

Learners will need to evaluate their own assessment practice to identify opportunities for improvements. To support this requirement and to ensure all aspects of learning and teaching are considered as a whole, this unit should be viewed in conjunction with Unit 5: Delivering Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4).

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Edex

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vel 3 a

nd 4

Cer

tifica

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in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sel

ect

and a

pply

ass

essm

ent

types

and m

ethods

to m

eet

the

nee

ds

of

lear

ner

s

□

Ass

essm

ent

types

, eg

rec

ognitio

n o

f prior

lear

nin

g (

RPL

),

form

ativ

e or

sum

mat

ive,

norm

or

criter

ion r

efer

ence

d,

skill

s an

d/o

r kn

ow

ledge

and/o

r under

stan

din

g.

□

Met

hods,

eg c

ours

ework

, m

ulti-

choic

e, e

ssay

, sh

ort

answ

er

test

s, q

ues

tion a

nd a

nsw

er s

essi

on,

pra

ctic

al s

kills

bas

ed

test

ing,

exper

imen

ts,

pro

ject

s, o

bse

rvat

ion,

pro

fess

ional

dis

cuss

ion,

witnes

s st

atem

ent,

onlin

e.

1

Be

able

to u

se

types

and m

ethods

of

asse

ssm

ent

to

mee

t th

e nee

ds

of

lear

ner

s

1.2

U

se p

eer

and s

elf-

asse

ssm

ent

to

pro

mote

lea

rner

invo

lvem

ent

and p

erso

nal

res

ponsi

bili

ty in t

he

asse

ssm

ent

for

and o

f th

eir

lear

nin

g

□

Peer

, eg

colla

bora

tive

act

ivitie

s, a

sses

smen

t in

pee

r te

achin

g,

pee

r m

arki

ng o

f w

ritt

en w

ork

/tes

ts,

pee

r obse

rvat

ion a

nd f

eedbac

k, p

air

or

gro

up a

sses

smen

t ac

tivi

ty,

crea

ting s

upport

ive

envi

ronm

ent.

□

Sel

f, e

g s

afe

conte

xt t

o e

nco

ura

ge

reflec

tion,

ILP/

PLL

(per

sonal

lea

rnin

g log),

sel

f-as

sess

men

t ag

ainst

per

form

ance

or

asse

ssm

ent

criter

ia,

indiv

idual

dis

cuss

ion,

self-a

sses

smen

t re

view

, th

rough t

uto

rial

act

ivity,

re

cognis

ing s

upport

nee

ds,

ski

lls r

evie

w.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 5

1

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Ass

ess

how

ques

tionin

g a

nd

feed

bac

k co

ntr

ibute

s to

the

asse

ssm

ent

pro

cess

□

Ques

tionin

g,

eg o

pen

and c

lose

d q

ues

tions,

chec

king

under

stan

din

g,

enco

ura

gin

g s

tuden

ts’ ques

tions,

neg

otiat

ion,

form

al q

ues

tionin

g a

gai

nst

crite

ria,

chec

king

under

pin

nin

g k

now

ledge

in s

kills

ass

essm

ent,

pau

se-p

ounce

or

targ

eted

.

□

Feed

bac

k, e

g indiv

idual

or

gro

ups,

cre

atin

g o

pport

unitie

s,

clea

r, c

onst

ruct

ive,

appro

priat

e en

viro

nm

ent

and t

imin

g,

spec

ific

to a

sses

smen

t re

quirem

ents

, fe

edbac

k sa

ndw

ich

(pra

ise,

critici

sm,

pra

ise)

, m

edal

and m

issi

on’ neg

otiat

ing

goal

s, a

ctio

n p

lannin

g,

enco

ura

gin

g s

tuden

t fe

edbac

k,

valu

ing f

eedbac

k.

1.4

U

se a

sses

smen

t ty

pes

and

met

hods

to e

nab

le lea

rner

s to

pro

duce

ass

essm

ent

evid

ence

th

at is

valid

, re

liable

, su

ffic

ient,

au

then

tic

and c

urr

ent

□

Val

id,

eg lin

ked t

o lea

rnin

g,

ow

ned

, ag

ainst

lea

rnin

g

obje

ctiv

es,

mee

ting s

tandar

ds,

addre

ssin

g s

tuden

t nee

ds.

□

Rel

iable

, eg

appro

priat

e as

sess

men

t or

per

form

ance

cr

iter

ia,

rigoro

us,

rep

eata

ble

, m

oder

ated

.

□

Suffic

ient,

eg a

ppro

priat

e dep

th a

nd r

ange

evid

ence

, ev

iden

ce a

t re

quired

lev

el,

refe

rence

d,

rese

arch

mat

eria

ls

incl

uded

, lo

gged

and t

rack

ed.

□

Auth

entic,

eg s

tuden

t ow

ner

ship

, su

pport

ing s

tate

men

ts,

attr

ibution t

o s

ourc

e, r

epea

table

, su

pport

ed b

y w

itnes

s or

obse

rver

sta

tem

ents

.

□

Curr

ent,

eg m

eeting c

urr

ent

stan

dar

ds,

evi

den

ce t

hat

is

curr

ent,

act

ivel

y en

gag

ing t

he

studen

t in

ass

essm

ent

pro

cess

, w

ithin

appro

priat

e tim

esca

les

for

Acc

redited

Prior

Lear

nin

g (

APL

), c

ontr

ibuting t

o c

urr

ent

lear

nin

g.

52

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Rev

iew

the

asse

ssm

ent

requirem

ents

and r

elat

ed

pro

cedure

s of

lear

nin

g

pro

gra

mm

es

□

Ass

essm

ent

requirem

ents

, eg

aw

ardin

g b

ody

lear

nin

g

outc

om

es a

nd a

sses

smen

t cr

iter

ia,

voca

tional

or

occ

upat

ional

sta

ndar

ds,

mar

king s

chem

es,

criter

ion o

r norm

re

fere

nci

ng,

leve

l of

com

pet

ence

, st

andar

dis

atio

n,

occ

upat

ional

nee

ds,

tar

get

for

pro

gre

ssio

n.

□

Lear

nin

g p

rogra

mm

e, e

g o

ppor

tunitie

s fo

r gen

erat

ing

evid

ence

, su

bje

ct k

now

ledge

and u

nder

stan

din

g

requirem

ents

, sk

ills

opport

unitie

s, e

qual

ity

of

opport

unity

and a

cces

s, s

uffic

ient

and a

ppro

priat

e re

sourc

es,

tim

ings,

co

nte

xt,

studen

t in

volv

emen

t, a

ppro

priat

e en

viro

nm

ent.

2

Be

able

to c

onduct

an

d r

ecord

as

sess

men

ts in

acco

rdan

ce w

ith

inte

rnal

and

exte

rnal

pro

cess

es

and r

equirem

ents

2.2

Car

ry o

ut

and r

ecord

as

sess

men

ts t

o m

eet

inte

rnal

an

d e

xter

nal

pro

cess

es a

nd

requirem

ents

□

Inte

rnal

req

uirem

ents

, eg

mee

t org

anis

atio

n p

olic

ies

and

pro

cedure

s, a

ppro

priat

e to

sta

ndar

d o

r le

vel, a

sses

sors

ap

pro

priat

e to

subje

ct o

r sk

ills,

appro

priat

e co

nte

xt,

inte

rnal

ver

ific

atio

n o

r m

oder

atio

n in r

elat

ion t

o t

he

lear

nin

g

pro

gra

mm

e, a

ddre

ss s

tuden

t nee

ds.

□

Ext

ernal

req

uirem

ents

, eg

curr

ent

awar

din

g o

rgan

isat

ion

requirem

ents

and s

tandar

ds,

tra

ckin

g a

nd loggin

g o

f ev

iden

ce,

reco

rdin

g e

viden

ce,

sam

plin

g a

cross

stu

den

ts o

r units,

val

idat

ed a

sses

sors

, outc

om

es c

an b

e au

then

tica

ted,

exte

rnal

ver

ific

atio

n o

r ex

amin

ers

chec

king o

f in

tern

al

qual

ity

assu

rance

, m

eeting e

mplo

yer’s

requirem

ents

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 5

3

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Com

munic

ate

asse

ssm

ent

info

rmat

ion t

o o

ther

pro

fess

ional

s w

ith a

n inte

rest

in

lear

ner

ach

ieve

men

t

□

Ass

essm

ent

info

rmat

ion,

eg s

tuden

t ac

hie

vem

ent,

support

nee

ds,

those

res

ponsi

ble

for

regis

trat

ion a

nd c

ertifica

tion,

pro

gra

mm

e per

form

ance

, ben

chm

arki

ng,

to info

rm q

ual

ity

assu

rance

, to

info

rm g

ove

rnm

ent

and o

rgan

isat

ional

st

atis

tics

, lo

cal or

nat

ional

per

form

ance

tab

les.

□

Oth

er p

rofe

ssio

nal

s, e

g c

olle

agues

or

subje

ct t

eam

, m

anag

er r

esponsi

ble

for

lear

nin

g p

rogra

mm

es f

or

staf

fing

or

reso

urc

e nee

ds,

lea

rnin

g s

upport

, th

ose

with

resp

onsi

bili

ty f

or

qual

ity

assu

rance

, em

plo

yers

, in

spec

tion

agen

cies

, aw

ardin

g b

odie

s, o

ther

educa

tion o

r tr

ainin

g

pro

vider

s.

3

Under

stan

d

expec

tations

in

rela

tion t

o t

he

min

imum

core

in

asse

ssin

g lea

rner

s in

lifel

ong lea

rnin

g

3.1

Rev

iew

way

s in

whic

h m

inim

um

co

re e

lem

ents

can

be

dem

onst

rate

d in a

sses

sing

lear

ner

s in

lifel

ong lea

rnin

g

□

Exp

ecta

tions,

eg a

war

enes

s of cu

rren

t re

quirem

ents

of

spec

ialis

t ar

ea,

awar

din

g o

rgan

isat

ion o

r vo

cational

org

anis

atio

n s

tandar

ds

rela

ting t

o m

inim

um

core

, re

quirem

ents

for

languag

e an

d liter

acy

in a

sses

smen

t,

multili

ngual

ism

, nee

d t

o p

rom

ote

num

erac

y, o

nlin

e as

sess

men

t, I

CT u

se in g

ener

atin

g a

sses

smen

t ev

iden

ce.

□

Opport

unitie

s, e

g u

sing r

ange

of

sourc

es o

f ev

iden

ce in

asse

ssm

ent

thro

ugh r

esea

rch,

nat

ura

lly o

ccurr

ing e

viden

ce

thro

ugh s

ubje

ct a

sses

smen

t, inte

gra

ted a

sses

smen

t ap

pro

aches

, en

coura

gin

g s

tuden

ts,

incr

ease

d r

elev

ance

to

lear

nin

g a

nd s

kills

, onlin

e as

sess

men

t.

54

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Apply

min

imum

core

ele

men

ts in

asse

ssin

g lea

rner

s in

ow

n

spec

ialis

t ar

ea

□

Languag

e, e

g v

erbal

ass

essm

ent,

indiv

idual

pre

senta

tions,

re

cord

of

gro

up d

iscu

ssio

n o

r deb

ate,

ver

bal

ques

tion a

nd

answ

er,

pro

fess

ional

dis

cuss

ion.

□

Lite

racy

, eg

rea

din

g inst

ruct

ions,

writt

en a

ssig

nm

ent,

fin

d

and s

elec

t in

form

atio

n f

rom

a r

ange

of

sourc

es,

report

or

pro

ject

, w

ritt

en t

ests

or

exam

inat

ion.

□

Num

erac

y, e

g n

um

ber

ski

lls t

o s

upport

pro

ble

m s

olv

ing,

use

of

mea

sure

men

t, c

once

pt

of sc

ale,

tab

le o

f st

atis

tics

, pro

cess

ing a

nd a

nal

ysin

g d

ata,

inte

rpre

ting a

nd e

valu

atin

g

resu

lts.

□

ICT,

eg w

ord

pro

cess

ing,

spre

adsh

eets

, dat

a in

terp

reta

tion,

imag

e pro

cess

ing,

findin

g a

nd s

elec

ting w

eb-b

ased

in

form

atio

n,

e-as

sess

men

t, r

ecord

ing a

nd s

toring o

f as

sess

men

t, p

rese

nting info

rmat

ion.

4

Be

able

to e

valu

ate

ow

n a

sses

smen

t pra

ctic

e

4.1

Rev

iew

the

effe

ctiv

enes

s of

ow

n

asse

ssm

ent

pra

ctic

e, t

akin

g

acco

unt

of

the

view

s of

lear

ner

s

□

Eva

luat

ion,

eg v

erbal

or

writt

en e

valu

atio

n o

f as

sess

men

t pro

cess

or

pro

duct

, te

am e

valu

atio

n,

revi

ewin

g a

sses

smen

t outc

om

es,

studen

t ac

hie

vem

ents

, qual

ity

assu

rance

/im

pro

vem

ent

revi

ews.

□

Ref

lect

on o

wn p

ract

ice,

eg s

essi

on e

valu

atio

n,

tim

ings,

le

vel of

studen

t par

tici

pat

ion o

r in

volv

emen

t, S

WO

T

anal

ysis

bas

ed o

n a

sses

smen

t st

rate

gie

s, r

evie

w o

f as

sess

men

t outc

om

es,

achie

vem

ent

of

targ

ets,

annual

re

view

/SAR,

obse

rvat

ion o

f pra

ctic

e fe

edbac

k.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 5

5

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

Est

ablis

h w

ays

to im

pro

ve o

wn

asse

ssm

ent

pra

ctic

e □

Im

pro

vem

ents

, eg

updat

ing s

ubje

ct k

now

ledge,

acc

essi

ng

awar

din

g o

rgan

isat

ion t

rain

ing o

r w

ebsi

te,

des

ign a

nd

del

iver

y of

asse

ssm

ent

sched

ule

s, r

esourc

e re

quirem

ents

, updat

ing a

sses

smen

t sk

ills

or

qual

ific

atio

ns,

work

sh

adow

ing o

r pee

r obse

rvat

ion,

indust

rial

sec

ondm

ent.

□

Chan

ges

, eg

rev

iew

tar

get

s an

d t

imes

cale

s, c

hal

lengin

g

studen

ts a

nd lea

rnin

g s

tyle

s, m

otiva

ting a

nd t

arget

ing

sele

cted

stu

den

ts u

sing e

valu

atio

n t

o p

lan c

han

ges

to

asse

ssm

ent

pro

gra

mm

e or

del

iver

y, c

han

ges

to a

sses

smen

t ac

tivi

ties

(eg

thei

r tim

ing a

nd s

ched

ulin

g).




Delivery

The delivery of this unit should develop the approaches used for Unit 14: Principles of Assessment in Lifelong Learning (Level 4). These are based on an analysis of assessment types and methods, how to involve the learner in the process and issues around record keeping. This unit allows learners to put their learning into practice whilst specifically focusing on the assessment requirements and related procedures of learning programmes. Learners should recognise the demands placed on assessment by internal and external processes and requirements from their own teaching contexts.

It needs to be emphasised that learning occurs through a combination of teaching in the classroom, individual research and learning in the workplace. Many of the learning outcomes for this unit are the same as those at Level 3 and can be demonstrated through teaching practice. In keeping with this, delivery needs to focus on a practical approach so that learners can develop through their own practice. In maintaining a holistic approach, it is also essential that learners appreciate the practical links between this unit and Unit 12: Planning to Meet the Needs of Learners (Level 4), Unit 23: Using Resources for Lifelong Learning (Level 4) and Unit 5: Delivering Lifelong Learning (Level 4).

This unit directly relates to assessment approaches in specific learning contexts. It provides opportunities to draw on material from the learners’ personal and professional experience, which can be shared through mini-presentations and case studies. Learners should actively draw on the types and methods of assessment relevant to their individual context, and provide their own assessment materials to use in class and in assignments. These should also be used in conjunction with appropriate theories and principles, where learners are required to specify assessment requirements and related procedures of their learning programmes. Learners should focus on the use of assessment approaches that stimulate and encourage further learning, especially through the use of questioning and self or peer assessment.

Learner-centred approaches should be emphasised throughout this unit. By linking research to examples selected from their own workplace, learners can review assessment approaches in a way that contributes more directly to developing their own practice. An active approach could also be used to provide opportunities for peer and self-assessment. This encourages learner involvement and personal responsibility for assessment in a way that they can transfer to their students.

Delivery of this unit should ensure that learners are able to address minimum core elements of numeracy and ICT in the recording and using of data. This could be through sharing examples of different methods of tracking and logging learner achievements or in interpreting assessment data for colleagues, for the organisation or for others, and in communicating information with other professionals.

Through the use of mini-presentations, learners are able to demonstrate their understanding of both organisational and external requirements, with special focus on maintaining standards of quality that will meet the requirements of moderation, examination and verification.

Learners should be involved in negotiating delivery methods and approaches for assessing students. This way, they can actively engage in defining and creating



their own opportunities for learning, whilst recognising opportunities for their students. Wherever possible, the content of the unit should be related to learners’ own teaching situations, students and experiences. Reviewing a range of assessment strategies also allows learners to recognise the needs of those students unable to access the usual assessment strategy.

It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content both formally and informally. Assessment tools should be used to evaluate performance, identifying opportunities for improvement.

As this is not approached as a single unit, a unit review is not necessary. Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout teaching practice and builds a teaching practice portfolio.

Learning activities

These learning activities have been included as guidance for use with the suggested assessment activities. These are developed from Unit 14: Principles of Assessment in Lifelong Learning (Level 4) and demonstrate one way of planning the delivery and assessment of the unit. The range of learning activities suggested for this unit include tutor led discussions and presentations, whole group activities, individual learner tasks and presentations and teaching practice assessment. Centres that already have a learning programme for the existing unit need only make minimal alterations to their programme as the changes to assessment requirements are limited.


At the beginning of the unit, time should be given to discussing learning and assessment activities, the links between units, the use of teaching practice as a part of the learning process and the use of evidence from the workplace.


Individual tasks based on the work undertaken for Unit 14: Principles of Assessment in Lifelong Learning (Level 4) on evaluating the strengths and weaknesses of different assessment types and methods.

Learners select two contrasting forms of assessment, one for knowledge and one for a skill, and carry out a mini-presentation to the group to review the effectiveness of their assessment practice. Reference should be made to underpinning learning and assessment principles. For each principle, the presentation should include a brief description of how and when the assessment is used and recorded. Learners must also describe who the students are and specify the assessment requirements and related procedures of the learning programmes.

This approach allows for peer teaching. Individuals should be encouraged to take notes on their peers’ presentations.


Tutor reviews the purpose of assessment in terms of generating evidence that is fit for purpose and covers variations in assessment requirements of learning programmes–focusing on those not covered by the presentations.

Using flipcharts (or equivalent) and the headings ’valid, reliable, sufficient, authentic and current’, learners write down at least one suggestion as to how each requirement could be achieved in practice and ‘post’ their suggestion to the appropriate chart. Then in a small group activity, each group takes responsibility



for one aspect of assessment and summarises and presents their findings to the whole group. The results could be either downloaded onto an electronic site or provided as a handout (eg nominate a different group member to act as scribe for each group).

The tutor presents any aspects not covered by the groups–including strategies for questioning and feedback and how minimum core elements can be demonstrated in assessing learners. This could involve case studies where required.


Role play could be used to explore use of peer and self-assessment, questioning, and feedback. This could be followed by whole group discussion on the advantages of using both peer and self-assessment in promoting learner responsibility.

Alternatively, the tutor could divide the group into two with learners in the first group ‘selling’ peer assessment strategies and learners in the second group ‘selling’ self-assessment strategies. The whole group could then debate the relative merits of peer and self-assessment in promoting learner responsibility in assessment. The tutor could then summarise the range of opportunities for using peer and self-assessment in promoting learning.

Tutor-led whole group discussion to review strategies in using questioning and feedback to engage learners actively in assessment. It could incorporate a tutor summary, including the communication of assessment outcomes to those interested in student achievement.


In teaching practice assessment, learners use peer- and self-assessment to promote student involvement and personal responsibility in the assessment for and of their learning; use questioning and feedback in the assessment for and of learning; carry out and record assessments to meet internal and external processes and requirements; communicate assessment information to other professionals with an interest in student achievement; use minimum core elements in assessing students in own specialist area.

Assessment


The practical assessment criteria for this unit are identical to those at Level 3. As a result, it is important to emphasise the need to adopt an assessment strategy that avoids the risk of duplication. Assessment of this unit also needs to demonstrate a clear development of the skills, knowledge and understanding required for Unit 14: Principles of Assessment in Lifelong Learning (Level 4).

Evidence can include examples from:

key documentation for example organisation, awarding organisation, vocational body

records of formal assessment according to organisation and/or awarding body requirements, for example assessment record

skills/performance task sheets

records of informal assessment for example individual learning plan, individual learner records of achievement

questioning



written feedback

assessment activities identifying assessment criteria

learner self-assessment such as personal learning log or reflective journal–eg reflective elements of the mini-presentations and group activities

tutor/observer record–record of feedback focusing specifically on the use of assessment as an integral part of learning and teaching

witness statements relating to the use of assessment when not part of the teaching observation requirements.

It is also essential to link this Level 4 unit to the other core units such as Unit 5: Delivering Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4) and so that all aspects of assessing learning and teaching are considered holistically.

Many of the assessment criteria are identical at Level 3 and at Level 4. It is therefore, vital that the Level 4 learner is provided with a greater degree of challenge. This could be achieved by drawing evidence from a variety of sources and providing clear links between practice and theory.


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

At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. At Level 4, however, more evidence is required of individual research and extended writing.


As part of the three observed teaching practice sessions, learners select and include an example of at least one different assessment type and method for each session.

For each assessment activity, learners show how it meets student needs and produce assessment evidence that is valid, reliable, sufficient, authentic and current.

Learners include one of the session plans as an example of how they have used the opportunity to assess at least one aspect of the minimum core.

Assessment evidence

Session plans, sample assessment activities, assessment records, feedback records, observation records.


Learners review the assessment requirements and procedures of at least one learning programme.

Learners carry out assessment, using appropriate question, answer and feedback methods. They record results in a way that meets internal and external processes and requirements.

Learners compile and communicate assessment results to identified others, such as an awarding organisation or examinations officer.

Assessment evidence



Examples of assessment records, records of feedback, observation records.


Learners review approaches to meeting specific assessment requirements. Learners make specific reference to at least one example of assessing knowledge, skills, peer assessment and self-assessment.

Learners review ways in which they have incorporated minimum core elements into assessing students.

Learners use examples taken from teaching practice to review the effectiveness of assessment practice and ways to improve this.

Assessment evidence

Student assignments, examples of assessment records.


Textbooks

Dadzie S — Equality Assurance: Self-Assessment for Equal Opportunities in Further Education (Further Education Development Agency, 1998) ISBN 9781853384738

Gadsby C — Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027

Gibbs G, Habeshaw S and Habeshaw T — 53 Interesting ways to Assess your Students (Technical and Educational Services, 1993) ISBN 9780947885120

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

Morgan C and O’Reilly M — Assessing Open and Distance Learners (Routledge, 1999) ISBN 9780749428785

Wolf A — Competence-Based Assessment (Assessing Assessment) (Open University Press, 1995) ISBN 9780335190232

Journals and/or magazines

Guardian Professional

Times Educational Supplement — FE Focus



Websites



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










Unit 4: Delivering Lifelong Learning

Unit reference number: M/503/4907

QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to enable learners to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their own delivery practice. It gives the learner understanding of how technology can enhance learning and teaching and covers expectations in relation to the minimum core in delivering inclusive learning and teaching.

Learners will need to demonstrate ways in which their own practice reflects the range of skills, knowledge and understanding associated with teaching and learning in their own context in lifelong learning. The unit builds specifically on Unit 11: Planning to Meet the Needs of Learners (Level 3) by providing the opportunity to put into practice the scheme of work and associated session plans devised to create a purposeful and inclusive learning and teaching environment. This unit is practical, and learning outcomes are assessed in the workplace through learning and teaching practice.

Through delivering learning and teaching sessions, learners can reflect on the range of strategies and approaches used and how to adapt these to meet the changing needs of individual students and the curriculum, including minimum core requirements. The unit also provides an opportunity to demonstrate the use of communication skills to engage and maintain the interest of students. This unit builds on skills developed through Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) and Unit 2: Assessing Learners in Lifelong Learning (Level 3). This unit also enables learners to examine the use, benefits and limitations of technology in learning and teaching.


The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observation of the required practice in the teaching and learning environment can be formative and summative.Learning outcomes, assessment criteria and unit amplification.



To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

64

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Cre

ate

a purp

ose

ful, incl

usi

ve

lear

nin

g a

nd t

each

ing

envi

ronm

ent

□

Purp

ose

ful, e

g a

ddre

ssin

g n

eeds

of

curr

iculu

m,

clea

r ai

ms

and o

bje

ctiv

es,

pla

nned

gro

up m

anag

emen

t.

□

Incl

usi

ve,

eg a

ddre

ssin

g indiv

idual

stu

den

t nee

ds,

engag

ing

studen

ts,

range

of

lear

nin

g s

tyle

s, s

mal

l an

d w

hole

gro

up

work

, ra

nge

of

support

.

1.2

U

se lea

rnin

g a

nd t

each

ing

activi

ties

to m

eet

curr

iculu

m

requirem

ents

□

Curr

iculu

m r

equirem

ents

eg s

ubje

ct-s

pec

ific

conte

nt,

su

bje

ct s

pec

ific

ski

lls,

asse

ssm

ent

nee

ds

□

Lear

nin

g a

ctiv

itie

s, e

g 1

:1,

pra

ctic

al a

ctiv

ity,

work

-bas

ed,

indiv

idual

and g

roup a

sses

smen

ts,

onlin

e.

□

Tea

chin

g a

ctiv

itie

s, e

g lec

ture

s, c

ase

studie

s, w

ork

shops,

pro

ject

work

, fiel

d w

ork

, re

sourc

e-bas

ed lea

rnin

g.

1

Be

able

to u

se

incl

usi

ve lea

rnin

g

and t

each

ing

appro

aches

in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

1.3

Pr

ovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

lan

guag

e, n

um

erac

y an

d I

CT s

kills

□

Lite

racy

, la

nguag

e, n

um

erac

y, I

CT,

eg s

poke

n a

nd w

ritt

en

languag

e ap

pro

priat

e to

stu

den

ts a

nd s

ubje

ct,

dis

abili

ty

awar

enes

s, r

ole

pla

y, d

iscu

ssio

n,

pra

ctic

al a

ctiv

itie

s,

rese

arch

, dat

a in

terp

reta

tion,

exper

imen

tation,

onlin

e le

arnin

g,

work

-bas

ed lea

rnin

g.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 6

5

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

U

se c

om

munic

atio

n m

ethods

and m

edia

to m

eet

the

nee

ds

of

all le

arner

s

□

Met

hods,

eg c

lear

, tw

o-w

ay,

liste

nin

g,

resp

ondin

g t

o

studen

ts,

ques

tionin

g,

sum

mar

isin

g,

tone

and p

ace,

non-

verb

al,

invo

lvin

g s

tuden

ts.

□

Med

ia,

eg w

ritt

en m

ater

ials

, ove

rhea

d t

ransp

aren

cies

, Po

wer

Poin

t, I

CT,

VLE

(vi

rtual

lea

rnin

g e

nvi

ronm

ent)

, au

dio

an

d v

isual

aid

s, r

elev

ance

.

2

Be

able

to

com

munic

ate

with

lear

ner

s an

d o

ther

le

arnin

g

pro

fess

ional

s to

en

han

ce lea

rnin

g

2.2

Com

munic

ate

with o

ther

le

arnin

g p

rofe

ssio

nal

s to

mee

t le

arner

nee

ds

and e

nco

ura

ge

pro

gre

ssio

n

□

To m

eet

studen

t nee

ds,

eg n

egotiat

ing w

ith c

olle

agues

on

beh

alf

of

studen

ts,

spec

ialis

t su

pport

pro

vider

s,

cours

e/pro

gra

mm

e te

am,

contr

ibuting t

o p

rogra

mm

e re

view

.

□

Enco

ura

gin

g p

rogre

ssio

n,

eg iden

tify

ing s

tuden

t options,

co

mm

unic

atin

g w

ith p

aren

ts,

emplo

yers

, w

ork

pla

cem

ents

, fu

rther

educa

tion o

r sp

ecia

list

pro

vider

s.

3.1

Exp

lain

way

s to

use

tec

hnolo

gy

to e

nhan

ce lea

rnin

g a

nd

teac

hin

g

□

Enhan

cing lea

rnin

g,

eg c

om

pute

r-ai

ded

lea

rnin

g,

flex

ible

an

d b

lended

lea

rnin

g,

rese

arch

ing,

pro

duci

ng a

ssig

nm

ents

, diffe

rentiat

ion.

□

Enhan

cing t

each

ing,

eg g

lobal

isat

ion t

hro

ugh a

cces

s to

the

world w

ide

web

, vi

sual

, in

tera

ctiv

e w

hiteb

oar

d,

pro

mpt

to

dis

cuss

ion o

r deb

ate,

mat

eria

ls o

nlin

e, intr

anet

to b

ack

up

sess

ion.

3

Under

stan

d h

ow

te

chnolo

gy

can

enhan

ce lea

rnin

g

and t

each

ing

3.2

Rev

iew

the

ben

efits

and

limitat

ions

of

usi

ng t

echnolo

gy

in

lear

nin

g a

nd t

each

ing

□

Ben

efits,

eg indiv

idual

ised

lea

rnin

g,

mat

eria

ls o

nlin

e,

support

s le

arnin

g,

reduce

s nee

d f

or

pap

er-b

ased

res

ourc

es,

support

for

studen

ts w

ork

ing indep

enden

tly,

stim

ula

ting.

□

Lim

itat

ions,

eg a

vaila

bili

ty o

f in

tran

et,

acce

ss t

o t

echnolo

gy,

tim

e an

d e

ffort

to k

eep u

p t

o d

ate

with t

echnolo

gy,

ove

ruse

, nee

d f

or

appro

priat

e sk

ills,

cost

, fit

for

purp

ose

.

66

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

way

s m

inim

um

core

el

emen

ts c

an b

e dem

onst

rate

d

in d

eliv

erin

g lifel

ong lea

rnin

g

□

Lite

racy

, eg

whiteb

oar

d/a

ctiv

e boar

d,

direc

ted r

eadin

g,

han

douts

, pre

senta

tions.

□

Languag

e, e

g u

sing s

poke

n E

nglis

h e

ffec

tive

ly,

fit

for

audie

nce

, ch

ecki

ng info

rmat

ion is

rece

ived

and u

nder

stood.

□

Num

erac

y, e

g m

akin

g s

ense

of

dat

a, u

sing n

um

ber

ski

lls

and c

onte

nt.

□

ICT,

eg r

ecognis

ing t

ypes

fit for

purp

ose

, usi

ng I

CT s

yste

ms

such

as

e-le

arnin

g a

nd e

-ass

essm

ent.

4

Under

stan

d t

he

use

of

min

imum

co

re in r

elat

ion t

o

del

iver

ing lifel

ong

lear

nin

g

4.2

Apply

min

imum

core

ele

men

ts in

del

iver

ing lifel

ong lea

rnin

g

□

Lite

racy

, eg

rea

din

g,

note

-tak

ing,

writt

en a

ssig

nm

ents

, pro

ject

s.

□

Languag

e, e

g q

ues

tion a

nd a

nsw

er,

pai

r w

ork

, sm

all gro

up

work

, gro

up d

iscu

ssio

n,

studen

t pre

senta

tions.

□

Num

erac

y, e

g u

sing d

ata,

mea

sure

men

t, p

roport

ions,

num

ber

ing,

scal

e.

□

ICT,

eg w

ord

pro

cess

ing,

dat

a pro

cess

ing,

rese

arch

ing,

dev

elopin

g a

nd p

rese

nting info

rmat

ion.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 6

7

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Ref

lect

on t

he

effe

ctiv

enes

s of

ow

n u

se o

f in

clusi

ve lea

rnin

g

and t

each

ing a

ppro

aches

□

Lear

nin

g,

eg m

easu

re o

f st

uden

ts’ su

cces

s, r

ecord

of

achie

vem

ent,

val

ue-

added

, fe

edbac

k fr

om

stu

den

ts.

□

Tea

chin

g,

eg a

chie

vem

ent

of se

ssio

n o

bje

ctiv

es,

self-

asse

ssm

ent

report

, obse

rvat

ion r

eport

s, f

eedbac

k fr

om

oth

er p

rofe

ssio

nal

s.

5.2

Id

entify

way

s to

im

pro

ve o

wn

pra

ctic

e in

usi

ng lea

rnin

g a

nd

teac

hin

g a

ppro

aches

□

Lear

nin

g a

ppro

aches

, eg

res

earc

hin

g lea

rnin

g s

tyle

s, s

pec

ial

nee

ds

trai

nin

g,

studen

t re

view

s, e

xplo

ring n

ew m

odes

of

del

iver

y an

d a

sses

smen

t.

□

Tea

chin

g a

ppro

aches

, eg

shad

ow

ing o

ther

pro

fess

ional

s,

updat

ing s

ubje

ct k

now

ledge,

tec

hnic

al e

xper

tise

, re

sear

chin

g m

odific

atio

ns

to lea

rnin

g p

rogra

mm

es a

nd

support

mat

eria

ls.

5

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

5.3

Id

entify

way

s in

whic

h o

wn

com

munic

atio

n s

kills

could

be

impro

ved

□

Appro

aches

, eg

iden

tify

ing n

eeds,

act

ion p

lan,

dis

cuss

ion

with lin

e m

anag

er o

r m

ento

r, w

ork

ing w

ith s

pec

ialis

t,

updat

ing lan

guag

e or

liter

acy

skill

s, o

nlin

e te

stin

g,

rese

arch

ing,

work

shad

ow

ing,

contr

ibuting t

o t

eam

rev

iew

s.




Delivery

In addition to the linked units mentioned above, this unit should be delivered in conjunction with Unit 22: Using Resources for Lifelong Learning (Level 3) so that all aspects of learning and teaching are considered holistically.

This unit provides opportunities to review learning from Unit 8: Facilitate Learning and Development for Individuals (Level 3) or Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3).

The groundwork for this unit will already have been covered by the planning and delivery of the micro-teaching session, or facilitating learning and development for individuals or in groups. It is ‘therefore’ important to develop what has been covered previously. The suggested delivery for the micro-teach is based on Kolb’s learning cycle. This provides a structure which can be developed throughout delivery of the qualification to include Bloom’s knowledge, attitude and skills in the practical application of the scheme of work and session plans produced for Unit 11: Planning to Meet the Needs of Learners (Level 3).

Since the delivery of this unit focuses on the requirement for teaching practice, a learner-centred approach could be encouraged by giving learners opportunities to provide their own case studies and mini-presentations. In delivering learning to peers, learners are able to try different approaches in a safe environment. This allows for greater flexibility and can contribute significantly to building individual self-confidence. It is recommended that delivery focuses on learners sharing experiences and being encouraged to consider a more interactive approach in the delivery of their own sessions.

The communications aspect of this unit is suited to tutor delivery. It is important that learners understand the significance of their own use of communications when delivering their sessions. This is crucial to their ability to communicate in practice, identify ways to improve their own communication skills and address requirements for minimum core language and literacy.

In contrast, the use of technology in delivering learning and teaching might most effectively be drawn from learners’ own delivery activities; learners often understand the nature of the specific technology required for the delivery of their subject and are usually up to date with developments in technology relevant to their own context.

The use of technology in delivering learning and teaching also provides appropriate links to Unit 22: Using Resources for Lifelong Learning (Level 3) where it is suggested that a resource should be adapted with the aid of ICT. Delivery is effective where learners have limited access to technology; learners could be given appropriate opportunities to practise using technology to which they may not otherwise have access.

As this unit relates to the delivery of learning and teaching, it is possible to involve learners in negotiating delivery methods and approaches to suit their needs and contexts. In this way, learners actively engage in creating their own purposeful, inclusive learning and teaching environment.

Tutors should emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher



and identify opportunities for improvement of their delivery of learning and teaching.

Learning activities

These learning activities have been included in this unit as guidance for use with the suggested assessment activities. These demonstrate one way of planning the delivery and assessment of this unit. Tutors need to link their planning for this unit to all other units to ensure an integrated or holistic approach. The range of learning activities suggested for this unit include tutor-led discussions and presentations, group discussions, individual learner presentations and teaching practice.


Time should be given to discussion of the learning and assessment activities along with the links between the units, the use of teaching practice as a part of their own learning process and overlapping evidence from the workplace.


Tutor-led discussion on what makes an inclusive learning environment. Tutor should steer the discussion from the generic to the specific.

Show and tell activity in small groups, comparing the design of session plans using one example taken from teaching practice (possibly based on suggested planning format using Kolb’s activity, reflection, research, planning and Bloom’s knowledge, attitude, skill where appropriate). Links discussed to specific curriculum, environment and student needs.

Tutor-led discussion on the feedback findings, including ways in which requirements for the minimum core can be incorporated into the delivery of learning and teaching in order to use naturally occurring opportunities for developing skills in language, literacy, numeracy and ICT. A tutor summary could then focus particularly on approaches to effective group management and different approaches to engage students.


Tutor presentation to cover the basic principles of effective communication, including verbal and written, body language, information communication technology, communication as a two-way process and appropriate to the ‘audience’. Individual SWOT analysis reviewing individual communication skills followed by whole group discussion to share findings and consider ways in which skills could be improved.

Whole-group discussion to review individual practice in communicating with other learning professionals to meet student needs and encourage progression from experiences through teaching practice.

Learning outcome 3

Individual mini-presentations drawing from learner experiences through teaching practice to identify the technology used in specific contexts along with the benefits and limitations of using technology in learning and teaching. There should be opportunities for questions and answers following each presentation, along with examples to share with the group. This could be followed by a display of technology used by the group members with an opportunity for informal show and tell with discussions between interested parties to explore possibilities for adapting to different contexts. It is recommended that this be done as an informal activity as learners may find different types of technology interesting or relevant.




Teaching practice activities: As part of schemes of work and a minimum of three observed sessions, learners:

create a purposeful, inclusive learning and teaching environment

use learning and teaching activities to meet curriculum requirements

provide opportunities for students to practise their literacy, language, numeracy and ICT skills

use communication methods and media to meet the needs of all students

communicate with other learning professionals to meet student needs and encourage progression

apply minimum core elements in delivering lifelong learning

reflect on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of all students.

Assessment


For an integrated approach, assessment for this unit should be carried out alongside Unit 2: Assessing Learners in Lifelong Learning (Level 3), Unit 11: Planning to Meet the Needs of Learners (Level 3) and Unit 22: Using Resources for Lifelong Learning (Level 3). Tutors could also build on the assessment for Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3), or appropriate Learning and Development alternatives.

As this unit relates specifically to the delivery of learning and teaching at both Level 3 and Level 4 the assessment criteria should be based on evidence from teaching practice to possibly include examples from:

the teaching practice portfolio to cover the requirements of a minimum of 30 hours of teaching practice, scheme of work and a minimum of three observed sessions –complete with examples of resources, assessment and minimum core materials

feedback records, including tutor observation reports, records of professional discussion, peer feedback forms and student feedback

Personal Learning Log, or reflective journal, to record personal observations and learning.

Additional portfolio documentation can include:


curriculum or course documentation

course handbook

witness statements when not part of the teaching observation requirements.




Below are suggested outline assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres adapt the Edexcel assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence.

At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.


Learners create a purposeful, inclusive learning and teaching environment, in which they deliver three sessions, which are observed.

Observation reports are collated and address and reflect achievement in creating a purposeful, inclusive learning and teaching environment.

Learners demonstrate the use of appropriate learning and teaching activities, using technology, communication methods and media to apply minimum core elements, meet curriculum requirements and develop the skills of students.

Assessment evidence

Session plans, teaching portfolios, scheme of work, assessment records and observation report.


Learners evaluate each of the three observed sessions. The evaluation should reflect on the effectiveness of their use of inclusive learning and teaching approaches in meeting the needs of students. Learners should include how minimum core elements have been demonstrated in their delivery and detail how they provided for students to practise literacy, language, numeracy and ICT skills.

Assessment evidence

Session evaluations, sample activities or resources and individual learning review.

Assessment criteria 2.2 and 5.3

Learners provide evidence of communication with other learning professionals to meet specific student needs and to encourage progression.

Learners provide a statement on how their communication skills could be improved and ways this could be achieved.

Assessment evidence

Observation report, professional discussion, witness statement and personal learning log.




Learners explain different ways to use technology to enhance delivery of learning.

Learners use technology to adapt learning or teaching resources and include examples of two different types.

In their learning record, learners review the benefits and limitations of uses of technology.

Learners identify ways to improve their own practice.

Assessment evidence

Professional discussion, professional development review form, personal learning log and witness statements.


Textbooks

Gravells A and Simpson S — Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984

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



Websites













Unit 5: Delivering Lifelong Learning

Unit reference number: T/503/4908

QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their own delivery practice. It provides the learner with understanding of how technology can enhance learning and teaching and covers expectations in relation to the minimum core in delivering inclusive learning and teaching.

This unit provides the opportunity to implement the work carried out for Unit 12: Planning to Meet the Needs of Learners (Level 4). Learners can use the previously devised scheme of work and associated session plans to create a purposeful and inclusive learning and teaching environment. This unit is largely practical and learning outcomes are assessed through teaching practice, and through an evaluation of that practice.

Learners will need to demonstrate ways in which their own practice reflects the range of skills, knowledge and understanding associated with an inclusive approach to learning and teaching. Learners must demonstrate their understanding of what is required to create a purposeful learning and teaching environment that meets the needs of all students as well as the internal processes and external requirements associated with their subject and context. This includes providing opportunities to address the minimum core.

Learners will have the opportunity to demonstrate and review ways to improve their communication skills and give their students opportunities to address aspects of the minimum core. In addition, this unit enables learners to explore the use, benefits and limitations of technology as a medium to enhance learning and teaching.

All aspects of learning and teaching can be treated holistically by linking this unit to Unit 3: Assessing Learners in Lifelong Learning (Level 4, Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4) as well as reviewing learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



Assessment requirements The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of learners’ practice can be formative and summative.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 7

5

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Cre

ate

a purp

ose

ful, incl

usi

ve

lear

nin

g a

nd t

each

ing

envi

ronm

ent

□

Purp

ose

ful, e

g s

truct

ure

d,

addre

ssin

g n

eeds

of

curr

iculu

m,

linke

d t

o s

tuden

t nee

ds,

cle

ar a

nd s

har

ed g

oal

s, t

ime

man

aged

, ef

fect

ive

gro

up m

anag

emen

t, t

arget

ed.

□

Incl

usi

ve,

eg a

ddre

ssin

g indiv

idual

stu

den

t nee

ds,

engag

ing

studen

ts,

range

of

lear

nin

g s

tyle

s, s

mal

l an

d w

hole

gro

up

work

, va

riet

y of

reso

urc

es,

range

of

support

, st

uden

t ce

ntr

ed,

pro

moting p

osi

tive

att

itudes

to o

ther

s.

1.2

D

emonst

rate

an incl

usi

ve

appro

ach t

o t

each

ing a

nd

lear

nin

g in a

ccord

ance

with

inte

rnal

pro

cess

es a

nd e

xter

nal

re

quirem

ents

□

Curr

iculu

m r

equirem

ents

, eg

subje

ct-s

pec

ific

know

ledge,

su

bje

ct-s

pec

ific

ski

lls,

work

-bas

ed lea

rnin

g,

asse

ssm

ent

nee

ds,

tim

esca

les

for

achie

vem

ent,

dev

elopm

ent

and

pro

gre

ssio

n.

□

Lear

nin

g a

ctiv

itie

s, e

g 1

:1,

pra

ctic

al a

ctiv

ity,

work

pla

ce,

pro

ject

work

, in

div

idual

and g

roup a

sses

smen

ts,

pre

senta

tions,

ble

nded

or

flex

ible

lea

rnin

g,

onlin

e

□

Tea

chin

g a

ctiv

itie

s, e

g lec

ture

s, s

emin

ars,

dem

onst

rations,

w

ork

shops,

exp

erim

ents

, fiel

d w

ork

, ca

se s

tudie

s, r

esourc

e-bas

ed lea

rnin

g,

tuto

r-le

d d

iscu

ssio

n,

intr

anet

.

1

Be

able

to u

se

incl

usi

ve lea

rnin

g

and t

each

ing

appro

aches

in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

1.3

Pr

ovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

lan

guag

e, n

um

erac

y an

d I

CT s

kills

□

Lite

racy

, la

nguag

e, n

um

erac

y, I

CT,

eg d

ebat

e, r

esea

rch,

spoke

n a

nd w

ritt

en lan

guag

e ap

pro

priat

e to

stu

den

ts a

nd

subje

ct,

dis

abili

ty a

war

enes

s, r

ole

pla

y, d

iscu

ssio

n,

pra

ctic

al

activi

ties

, pee

r te

achin

g,

rese

arch

, dat

a co

llect

ion a

nd

inte

rpre

tation,

pre

senta

tion,

exper

imen

tation,

onlin

e le

arnin

g,

work

-bas

ed lea

rnin

g.

76

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

emonst

rate

com

munic

atio

n

met

hods

and m

edia

to m

eet

the

nee

ds

of

all le

arner

s

□

Met

hods,

eg m

ixed

med

ia in p

rese

nta

tion,

varied

tone

and

pac

e in

lec

ture

, ap

pro

priat

e tim

ing a

nd d

ura

tion,

two-w

ay,

liste

nin

g,

resp

ondin

g t

o s

tuden

ts,

open

and c

lose

d

ques

tionin

g,

sum

mar

isin

g,

non-v

erbal

, in

volv

ing s

tuden

ts.

□

Med

ia,

eg w

ritt

en m

ater

ials

, use

of

imag

es,

mix

ed m

edia

, qual

ity

of

mat

eria

ls,

rele

vance

to lea

rnin

g,

impac

t,

rele

vance

, ove

rhea

d t

ransp

aren

cies

, Po

wer

Poin

t, I

CT,

VLE

(v

irtu

al lea

rnin

g e

nvi

ronm

ent)

, au

dio

and v

isual

aid

s.

2

Be

able

to

com

munic

ate

with

lear

ner

s an

d o

ther

le

arnin

g

pro

fess

ional

s to

en

coura

ge

lear

nin

g

2.2

Com

munic

ate

with o

ther

le

arnin

g p

rofe

ssio

nal

s to

mee

t le

arner

nee

ds

and e

nco

ura

ge

pro

gre

ssio

n

□

To m

eet

studen

t nee

ds,

eg n

egotiat

ing w

ith c

olle

agues

on

beh

alf

of

studen

ts,

spec

ialis

t su

pport

pro

vider

s,

cours

e/pro

gra

mm

e te

am,

contr

ibuting t

o p

rogra

mm

e re

view

or

qual

ity

assu

rance

, ex

tern

al s

tandar

dis

atio

n,

emplo

yer.

□

Enco

ura

gin

g p

rogre

ssio

n,

eg iden

tify

ing s

tuden

t options,

co

mm

unic

atin

g w

ith p

aren

ts,

emplo

yers

, w

ork

pla

cem

ents

, em

plo

ymen

t ag

enci

es,

pote

ntial

appre

ntice

ship

pro

vider

, fu

rther

educa

tion o

r sp

ecia

list

pro

vider

s, h

igher

educa

tion

pro

vider

s.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 7

7

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Anal

yse

way

s to

use

tec

hnolo

gy

to e

nhan

ce lea

rnin

g a

nd

teac

hin

g

□

Enhan

cing lea

rnin

g,

eg c

om

pute

r-ai

ded

lea

rnin

g,

soft

war

e,

flex

ible

and b

lended

lea

rnin

g,

rese

arch

ing,

pro

duci

ng

assi

gnm

ents

, diffe

rentiat

ion,

studen

t-ce

ntr

ed,

pro

moting

studen

t re

sponsi

bili

ty.

□

Enhan

cing t

each

ing,

eg g

lobal

isat

ion t

hro

ugh a

cces

s to

the

world w

ide

web

, vi

sual

, va

ryin

g a

ppro

aches

, in

tera

ctiv

e w

hiteb

oar

d,

pro

mpting d

iscu

ssio

n o

r deb

ate,

curr

ent

and

imm

edia

te a

cces

s to

info

rmat

ion,

mat

eria

ls o

nlin

e, intr

anet

to

bac

k up s

essi

on.

3

Under

stan

d h

ow

te

chnolo

gy

can

enhan

ce lea

rnin

g

and t

each

ing

3.2

Rev

iew

the

ben

efits

and

limitat

ions

of

usi

ng t

echnolo

gy

in

lear

nin

g a

nd t

each

ing

□

Ben

efits,

eg indiv

idual

ised

lea

rnin

g,

mat

eria

ls o

nlin

e,

support

s le

arnin

g,

reduce

s nee

d f

or

pap

er-b

ased

res

ourc

es,

support

s th

ose

work

ing indep

enden

tly,

pro

mote

s ‘join

ed-u

p’

lear

nin

g,

curr

ent,

wea

lth o

f re

sourc

es,

adap

table

, re

al.

□

Lim

itat

ions,

eg a

vaila

bili

ty o

f in

tran

et,

acce

ss t

o a

ppro

priat

e te

chnolo

gy,

set

-up c

ost

, tim

e an

d e

ffort

to k

eep u

p t

o d

ate

with c

han

ges

in t

echnolo

gy,

ove

ruse

, nee

d f

or

appro

priat

e sk

ills

for

use

, co

st o

f m

ainta

inin

g c

urr

ent

tech

nolo

gy,

fit f

or

purp

ose

, hea

lth a

nd s

afet

y im

plic

atio

ns.

78

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Rev

iew

way

s in

whic

h e

lem

ents

of

the

min

imum

core

can

be

dem

onst

rate

d in d

eliv

erin

g

lifel

ong lea

rnin

g

□

Lite

racy

, eg

whiteb

oar

d/a

ctiv

e boar

d,

direc

ted r

eadin

g,

han

douts

, pre

senta

tions,

inst

ruct

ions,

man

ual

s, w

ritt

en

task

s, t

ests

.

□

Languag

e, e

g u

sing s

poke

n E

nglis

h e

ffec

tive

ly,

fit

for

audie

nce

in p

rese

nta

tions,

gro

up w

ork

, dis

cuss

ion,

ques

tionin

g.

□

Num

erac

y, e

g m

easu

rem

ent,

cal

cula

tion,

mak

ing s

ense

of

dat

a, u

sing n

um

ber

ski

lls a

nd c

onte

nt,

gat

her

ing a

nd

anal

ysin

g d

ata.

□

ICT,

eg r

ecognis

ing t

ypes

fit for

purp

ose

, usi

ng I

CT s

yste

ms

such

as

e-le

arnin

g a

nd e

-ass

essm

ent,

pre

senta

tion,

rese

arch

, ble

nded

lea

rnin

g.

4

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o

del

iver

ing lifel

ong

lear

nin

g

4.2

Apply

min

imum

core

ele

men

ts in

del

iver

ing lifel

ong lea

rnin

g

□

Lite

racy

, eg

rea

din

g,

rese

arch

, note

-tak

ing,

writt

en

assi

gnm

ents

, pro

ject

s, t

ests

, re

port

s.

□

Languag

e, e

g q

ues

tion a

nd a

nsw

er,

pai

r w

ork

, pee

r te

achin

g,

smal

l gro

up w

ork

, gro

up d

iscu

ssio

n,

studen

t pre

senta

tions,

work

-bas

ed a

sses

smen

t.

□

Num

erac

y, e

g m

easu

rem

ent,

pro

port

ions,

num

ber

ing,

scal

e, c

alcu

lation,

dat

a re

sear

ch,

colle

ctin

g a

nd p

rese

nting

dat

a.

□

ICT,

eg w

ord

pro

cess

ing,

use

of

imag

es,

dat

a pro

cess

ing,

rese

arch

ing o

nlin

e, d

evel

opin

g a

nd p

rese

nting info

rmat

ion,

e-le

arnin

g o

r ble

nded

lea

rnin

g,

use

of

intr

anet

to s

upport

le

arnin

g.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 7

9

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Rev

iew

the

effe

ctiv

enes

s of

ow

n

use

of

incl

usi

ve lea

rnin

g a

nd

teac

hin

g a

ppro

aches

in m

eeting

the

nee

ds

of

all le

arner

s

□

Lear

nin

g,

eg m

easu

re o

f st

uden

ts’ su

cces

s, r

ecord

of

achie

vem

ent,

val

ue-

added

, fe

edbac

k fr

om

stu

den

ts,

studen

t en

gag

emen

t, s

tim

ula

ting lea

rnin

g,

indep

enden

t le

arnin

g.

□

Tea

chin

g,

eg a

chie

vem

ent

of pla

nned

ses

sion o

bje

ctiv

es,

varied

appro

aches

, gro

up m

anag

emen

t, m

otiva

tion o

f st

uden

ts,

appro

priat

e le

vel of

reso

urc

es,

achie

vem

ent

of

asse

ssm

ent

targ

ets,

sel

f-as

sess

men

t re

port

, obse

rvat

ion

report

s, f

eedbac

k fr

om

oth

er p

rofe

ssio

nal

s.

5.2

Anal

yse

way

s to

im

pro

ve o

wn

pra

ctic

e in

usi

ng lea

rnin

g a

nd

teac

hin

g a

ppro

aches

to m

eet

the

nee

ds

of

all le

arner

s

□

Lear

nin

g,

appro

aches

eg r

esea

rchin

g lea

rnin

g s

tyle

s, s

pec

ial

nee

ds

trai

nin

g,

explo

ring n

ew m

odes

of

del

iver

y an

d

asse

ssm

ent,

var

ying lea

rnin

g a

ppro

aches

, sh

adow

ing

exper

ience

d p

ract

itio

ner

, use

of

gro

up w

ork

or

pee

r te

achin

g.

□

Tea

chin

g a

ppro

aches

, eg

shad

ow

ing o

ther

pro

fess

ional

s,

updat

ing s

ubje

ct k

now

ledge,

tec

hnic

al e

xper

tise

, re

sear

chin

g m

odific

atio

ns

to lea

rnin

g p

rogra

mm

es a

nd

support

mat

eria

ls,

awar

din

g o

rgan

isat

ion t

rain

ing e

vents

, in

tran

et,

ble

nded

lea

rnin

g.

5

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

5.3

Rev

iew

way

s in

whic

h o

wn

com

munic

atio

n s

kills

could

be

impro

ved

□

Appro

aches

, eg

SW

OT a

nal

ysis

, co

mpar

ing o

wn s

kills

lev

el

to t

hat

of

studen

ts,

addre

ssin

g c

om

munic

atio

ns

gap

, id

entify

ing o

wn n

eeds,

act

ion p

lan,

read

ing a

nd r

esea

rchin

g

to s

tren

gth

en liter

acy,

dis

cuss

ion w

ith lin

e m

anag

er o

r m

ento

r, w

ork

ing w

ith s

pec

ialis

t, u

pdat

ing lan

guag

e or

liter

acy

skill

s, o

nlin

e te

stin

g,

rese

arch

ing s

trat

egie

s, w

ork

sh

adow

ing,

contr

ibuting t

o t

eam

rev

iew

s, u

se o

f vi

sual

im

agin

g,

revi

ewin

g a

nd a

ddre

ssin

g iss

ues

of

non-v

erbal

la

nguag

e.




Delivery

To enable holistic delivery this unit provides opportunities to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), or appropriate alternative Learning and Development units, such as Unit 8: Facilitate Learning and Development for Individuals (Level 3), or Unit 10: Manage Learning and Development in Groups (Level 4). Whilst the practical element of this unit is identical at Level 3 and Level 4, learners at Level 4 need to explain their choices in delivery, and to review and analyse their practice. This unit therefore requires a greater level of underpinning knowledge. Learners have the opportunity to explore the need for inclusive approaches to delivery and develop independent strategies if required to do so.

In order to avoid over-teaching and over-assessment, delivery of this unit should build on what has been achieved in the micro-teaching session. At Level 4, it is important to focus more on the individual practice in delivering learning and teaching. For this reason, this unit should naturally follow on from the other units in this qualification, towards the end of the programme, when learners are able to contribute more from their own experiences. This unit should focus on being able to appreciate the effectiveness of the scheme of work and session plans produced for the planning unit.

Learners need opportunities to demonstrate and develop their understanding of the underpinning theory and knowledge for learning and teaching. The requirement for teaching practice means all learners have the opportunity to provide their own case studies and mini-presentations based on their own practice and context. They should then be able to compare their approaches with those of other members of the group. Delivering learning to peers allows learners to try different approaches in a safe environment. It also enables greater flexibility in delivery. This can contribute significantly to building individual self-confidence and encourages learners to share experiences and consider a more interactive approach in the delivery of their own sessions.

The communications aspect of this unit is suited to tutor delivery. Learners need to understand the significance of their own use of communications when delivering their sessions. This is crucial in helping learners identify ways to improve their own communication skills and address requirements for minimum core language and literacy.

In contrast, the use of technology in delivering learning and teaching might most effectively be drawn from learners’ own activities. Learners often understand the nature of the specific technology required for the delivery of their subject and are usually up to date with developments in technology relevant to their own context.

As this unit relates to the delivery of learning and teaching, it is possible to involve learners in negotiating delivery methods and approaches to suit their needs and contexts. In this way, learners actively engage in creating their own purposeful, inclusive learning and teaching environment. It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher and identify opportunities for improvement of their delivery of learning and teaching.



Learning activities

These learning activities have been included in this unit as guidance for use with the suggested assessment activities. This demonstrates 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, individual learner presentations and teaching practice. Tutors need to link their planning for this unit to all other units in order to ensure an integrated or holistic approach.


Time should be given to discussion of the learning and assessment activities along with the links between the units, the use of teaching practice as a part of their own learning process and overlapping evidence from the workplace.


Tutor-led discussion on what makes an inclusive learning environment. Tutor should steer the discussion from the generic to the specific.

‘Show and Tell’ activity in small groups, comparing the design of session plans using one example taken from teaching practice (possibly based on suggested planning format using Kolb’s activity, reflection, research, planning and Bloom’s knowledge, attitude, skill where appropriate). Links discussed to specific curriculum, environment and student needs.

Tutor-led discussion on the feedback findings, including ways in which requirements for the minimum core can be incorporated into the delivery of learning and teaching in order to use naturally occurring opportunities for developing skills in language, literacy, numeracy and ICT. A tutor summary could then focus particularly on approaches to effective group management and different approaches to engage students.

Learning outcome 1

Individual, pre-prepared mini-presentations, based on evaluation of own practice in delivering one of the prepared session plans. Each learner reviews their choice of learning and teaching activities and research in relation to their curriculum requirements (including assessment and minimum core) and the needs of their own students. Presentations should be followed by whole group discussion on issues of inclusion and specific problems encountered in practice. This could be done in conjunction with a tutor presentation, summarising learning in order to improve practice.

This should be used as an opportunity for 1:1 tutorials to follow the presentations to check progress on portfolio building, to update records of observations and teaching practice hours and to update action planning.


Tutor presentation to cover the basic principles of effective communication, including verbal and written, body language, information communication technology, communication as a two-way process and appropriate to the ‘audience’. Individual SWOT analysis, reviewing individual communication skills followed by whole group discussion to share findings and consider ways in which skills could be improved.

Whole-group discussion, to review individual practice in communicating with other learning professionals to meet student needs and encourage progression from experiences through teaching practice..



Learning outcome 3

Individual learner mini-presentations drawing from learner experiences through teaching practice to identify the technology used in specific contexts along with the benefits and limitations of using technology in learning and teaching. There should be opportunities for Q&A following each presentation, along with examples to share with the group. This could be followed by a display of technology used by the group members with an opportunity for informal ‘show and tell’ with discussions between interested parties to explore possibilities for adapting to different contexts. It is recommended that this be done as an informal activity as learners may find different types of technology interesting or relevant.


Teaching practice activities: As part of schemes of work and a minimum of three observed sessions, learners should:

create a purposeful, inclusive learning and teaching environment

use learning and teaching activities to meet curriculum requirements

provide opportunities for students to practise their literacy, language, numeracy and ICT skills

use communication methods and media to meet the needs of all students

communicate with other learning professionals to meet student needs and encourage progression

apply minimum core elements in delivering lifelong learning

reflect on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of all students.

Assessment


Assessment for this unit should be approached in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4), Unit 23: Using Resources for Lifelong Learning (Level 4) and This integrated approach builds on the assessment for Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).

This unit relates specifically to the delivery of learning and teaching and the assessment criteria should be based on evidence from teaching practice. Examples of evidence may come from:

the teaching practice portfolio to cover the requirements of a minimum of 30 hours of teaching practice, scheme of work and a minimum of three observed sessions–complete with examples of resources, assessment and minimum core materials

feedback records, including tutor observation reports, record of professional discussion, peer feedback forms and student feedback

personal learning log, or reflective journal, to record personal observations and learning



research and development of understanding through detailed analysis in extended written assignments–referenced in keeping with Level 4 requirements.

Additional portfolio documentation can include:


curriculum or course documentation

course handbook

witness statements when not part of the teaching observation requirements.

It is important that opportunities are provided for learners to demonstrate evidence at the appropriate level. As with all the other units in this qualification, at both Level 3 and Level 4, the practical elements are identical and the assessment of them is common to both. The distinction between the levels should become apparent in the extended writing.

At Level 4, more evidence is required of individual research and extended writing whilst the assignment should be less prescriptive than that at Level 3. Level 4 learners should be given a greater challenge in the assessment, being required to draw evidence from a variety of sources and provide clear links between practice and theory, including reference to underpinning knowledge.


Below are some suggested outline assessment activities for Level 4. These are for guidance only and it is recommended that centres adapt the Edexcel assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence especially in meeting the requirements at Level 4.


Learners create a purposeful, inclusive learning and teaching environment, in which they deliver three sessions that are observed.

Observation reports are collated which address and reflect achievement in creating a purposeful, inclusive learning and teaching environment.

Learners demonstrate the use of appropriate learning and teaching activities, using technology, communication methods and media to apply minimum core elements, meet curriculum requirements and develop the skills of students.

Assessment evidence

Session plans, teaching portfolios, scheme of work, assessment records and observation report.


Learners evaluate each of the three observed sessions, reflecting on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of students. Learners give at least two examples of how the minimum core has been demonstrated in their delivery and detail how they provided for students to practise literacy, language, numeracy and ICT skills.

Assessment evidence

Session evaluations, sample activities or resources and individual learning review.




Learners provide evidence of communication with other learning professionals to meet specific student needs and to encourage progression.

Learners provide a statement on how their communication skills could be improved and ways this could be achieved.

Assessment evidence

Observation report, professional discussion, witness statement and personal learning log.


Learners analyse different ways to use technology to enhance delivery of learning.

Learners review (possibly as part of their learning record) the benefits and limitations of using technology in the learning, using examples to illustrate points.

As part of their learning record, learners analyse ways to improve their own practice in using approaches to meet the needs of their students.

Assessment evidence

Assignment, sample resources and case studies.


Textbooks

Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984

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


Times Educational Supplement – FE Focus

Websites










http://www.skillsfundingagency.bis.orggov.uk/�



Unit 6: Develop and Prepare Resources for Learning and Development

Unit reference number: A/502/9547

QCF level: 4


Credit value: 6


Unit aim

The aim of this unit is to assess competence in developing and preparing resources to support learning and development. ‘Develop’ covers preparing and producing resources ‘from scratch’ as well as adapting existing resources to meet the needs of learners. ‘Resources’ also cover the preparation of the learning environment, learning materials and equipment used to support learning. Examples of resources include: technical equipment, IT-based learning, handouts, workbooks and visits to places of interest.


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

This unit requires performance evidence of the practitioner working with real learners/staff/customers in a real organisational context.

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 use of others (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. Practice should be in the appropriate context – either with groups of learners or with individual learners. Simulation is not acceptable.

86

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

princi

ple

s under

pin

nin

g

reso

urc

e se

lect

ion f

or

lear

nin

g

and d

evel

opm

ent

□

Prin

ciple

s, e

g c

ost

, co

vera

ge

of

lear

nin

g n

eeds,

eg

dev

elopin

g s

kills

, kn

ow

ledge

and u

nder

stan

din

g,

attitu

de

chan

ge,

purp

ose

ful, u

p t

o d

ate,

adap

tation r

equired

, st

imula

ting,

impac

t eg

max

imis

ing a

ctio

n a

nd inte

ract

ion,

suitab

ility

for

indiv

idual

(s),

appro

priat

e la

nguag

e an

d

imag

ery,

pro

visi

on o

f ch

oic

e, c

ontr

ibute

s to

war

ds

achie

vem

ent.

1.2

Anal

yse

fact

ors

that

are

im

port

ant

when

dev

elopin

g a

nd

pre

par

ing r

esourc

es t

hat

co

nfo

rm t

o n

atio

nal

leg

isla

tion

and o

rgan

isat

ional

polic

ies

□

Res

ourc

es,

eg t

ime

avai

lable

, co

st o

f dev

elopm

ent,

ex

per

tise

ava

ilable

, m

eeting s

tuden

t re

quirem

ents

, co

ntr

ibution t

ow

ards

lear

nin

g o

bje

ctiv

es,

reflec

ting t

he

real

w

ork

conte

xt,

suitab

ility

for

indiv

idual

use

or

gro

up s

ize,

re

strict

ions

on u

se,

curr

ency

, co

pyr

ight,

val

idity

of

inte

rnet

in

form

atio

n a

nd r

esourc

es,

mee

ting leg

al r

equirem

ents

for

equal

ity,

div

ersi

ty a

nd n

on-d

iscr

imin

atory

pra

ctic

e.

1

Under

stan

d

princi

ple

s under

pin

nin

g

dev

elopm

ent

and

pre

par

atio

n o

f re

sourc

es f

or

lear

nin

g a

nd

dev

elopm

ent

1.3

Eva

luat

e th

e co

ntr

ibution o

f te

chnolo

gy

to t

he

dev

elopm

ent

of

lear

nin

g a

nd d

evel

opm

ent

reso

urc

es

□

Contr

ibution t

o r

esourc

e dev

elopm

ent,

eg e

ase

of

adap

tabili

ty a

nd c

ust

om

isat

ion,

range

of

pre

senta

tion

options,

virtu

al lea

rnin

g e

nvi

ronm

ent,

use

for

indiv

idual

re

sear

ch,

e-le

arnin

g,

flex

ible

or

ble

nded

lea

rnin

g.

□

Inte

gra

tion o

f m

ater

ials

, eg

tex

t, a

udio

, gra

phic

s,

anim

atio

n,

video

clip

s; o

nlin

e as

sess

men

t, e

g s

elf-

asse

ssm

ent,

pro

gre

ss t

rack

ing s

yste

m;

impro

ving

acce

ssib

ility

eg lea

rnin

g o

n d

eman

d,

support

ing a

cces

s fo

r st

uden

ts w

ith d

isab

ilities

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 8

7

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Be

able

to d

evel

op

reso

urc

es t

o m

eet

lear

nin

g a

nd

dev

elopm

ent

nee

ds

2.1

Agre

e nee

ds

of

lear

ner

s fo

r w

hom

res

ourc

es a

re b

eing

dev

eloped

□

Del

iver

y of

reso

urc

es in w

ays

that

mee

t re

leva

nt

nee

ds,

eg

indiv

idual

, gro

up w

ork

, tu

tor

pre

senta

tion,

studen

t ow

ned

, m

eeting s

tuden

t dis

abili

ty r

equirem

ents

.

□

Purp

ose

, eg

spec

ific

lea

rnin

g n

eeds,

conte

nt,

lan

guag

e,

imag

es;

conte

xt e

g w

ork

pla

ce,

teac

hin

g,

rese

arch

, fiel

dw

ork

; ty

pe

eg e

quip

men

t, t

ools

, m

odel

s, m

ater

ials

, pap

er b

ased

, te

chnolo

gy

bas

ed,

virt

ual

lea

rnin

g

envi

ronm

ent,

com

pute

rs.

□

Var

iety

req

uirem

ents

, eg

pac

e, indiv

idual

and g

roup

activi

ty,

bal

ance

of

theo

ry a

nd p

ract

ice,

pro

moting a

ctiv

e in

volv

emen

t, s

elf-

asse

ssm

ent,

fee

dbac

k, o

pport

unitie

s to

ap

ply

to r

eal w

ork

situat

ions,

acc

om

modat

ing n

eeds

eg

diffe

rentiat

ion,

lear

nin

g s

tyle

pre

fere

nce

s, f

urt

her

rea

din

g.

□

Const

rain

ts,

eg b

udget

, tim

e, b

read

th o

f ex

per

tise

, eq

uip

men

t av

aila

bili

ty,

suitab

ility

for

trai

nin

g f

acili

ty;

agre

emen

t w

ith e

g H

R,

man

ager

s, o

ther

per

sonnel

, st

uden

t.

88

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Pr

epar

e re

sourc

es f

or

the

del

iver

y of

lear

nin

g a

nd

dev

elopm

ent,

ensu

ring

legis

lative

and o

rgan

isat

ional

hea

lth,

safe

ty,

wel

fare

, eq

ual

ity

and incl

usi

on r

equirem

ents

are

m

et

□

Legis

lative

and o

rgan

isat

ional

req

uirem

ents

, eg

saf

ety,

in

form

atio

n s

ensi

tivi

ty a

nd c

onfiden

tial

ity,

equal

ity,

div

ersi

ty,

incl

usi

ve,

acce

ssib

le.

□

Mee

ting s

pec

ific

nee

ds,

eg d

esig

n c

onsi

der

atio

ns

eg c

lear

, si

mple

an

d r

eadab

le info

rmat

ion,

usi

ng c

olo

ur

and g

raphic

s to

add

inte

rest

and c

larity

; hig

hlig

hting info

rmat

ion t

o e

mphas

ise

key

feat

ure

s, t

echnolo

gy

adju

stm

ent,

use

of

acce

ssib

ility

options

in

soft

war

e, p

repar

ing lar

ge

print

mat

eria

ls,

bac

kgro

und a

nd p

rint

colo

ur

adju

stm

ents

to im

pro

ve r

eadab

ility

.

□

Cust

om

isin

g r

esourc

es,

eg t

o g

roup s

ize,

hig

hlig

hting d

iffe

rent

aspec

ts,

use

of

fam

iliar

ter

min

olo

gy

and s

ituat

ions,

spec

ific

cas

e st

udy,

per

sonal

isin

g s

imula

tion,

role

pla

y or

in-t

ray

exer

cise

, m

odifyi

ng a

gam

e to

spec

ific

lea

rnin

g n

eeds.

2.3

Pl

an a

dap

tations

to a

nd u

se o

f te

chnolo

gy

within

res

ourc

es t

o

mee

t le

arnin

g a

nd d

evel

opm

ent

nee

ds

□

Tec

hnolo

gy

use

and a

dap

tations,

eg o

nlin

e te

achin

g r

esourc

es,

dev

elopin

g loca

l in

tran

et o

r vi

rtual

lea

rnin

g e

nvi

ronm

ent,

in

form

atio

n a

cces

s lim

itat

ion r

equirem

ents

, te

chnolo

gy

acce

ss

and a

dju

stm

ents

req

uired

for

trai

nin

g p

urp

ose

s.

□

Cust

om

isin

g r

esourc

es,

eg inco

rpora

tion o

f org

anis

atio

n

info

rmat

ion,

refe

rence

to a

nd incl

usi

on o

f org

anis

atio

n p

olic

ies,

use

of

fam

iliar

ter

min

olo

gy,

situat

ions,

im

ager

y.

2.4

Pr

epar

e guid

ance

to a

ssis

t th

ose

usi

ng lea

rnin

g a

nd d

evel

opm

ent

reso

urc

es

□

Guid

ance

for

pra

ctitio

ner

s, f

acili

tato

rs,

studen

ts.

□

Guid

ance

, eg

res

ourc

e purp

ose

, use

, ap

pro

xim

ate

tim

e re

quired

, al

tern

ativ

e del

iver

y su

gges

tions,

key

lea

rnin

g p

oin

ts,

lear

nin

g

pro

gre

ss c

hec

k opport

unitie

s, s

ugges

ted a

dap

tations.

2.5

Eva

luat

e th

e su

itab

ility

of

reso

urc

es f

or

lear

nin

g a

nd

dev

elopm

ent

□

Eva

luat

ion,

eg c

ove

rage

of

lear

nin

g r

equirem

ents

, re

sourc

e se

t-up t

ime,

abili

ty t

o m

eet

vary

ing s

tuden

t nee

ds,

fle

xibili

ty in u

se,

variet

y, v

isual

att

ract

iven

ess,

appro

priat

e use

of

imag

ery,

in

clusi

ve,

tim

e re

quired

to c

om

ple

te,

studen

t re

sponse

to

reso

urc

e.



Unit 7: Facilitate Learning and Development in Groups


QCF level: 3


Credit value: 6


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.


90

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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 p

rogra

mm

e; s

tuden

t ben

efits

eg c

om

mon

mes

sagin

g,

soci

al inte

ract

ion,

exch

ange

of

idea

s, e

xchan

ge

of

exper

ience

, te

am d

evel

opm

ent,

inte

rper

sonal

re

lationsh

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

appro

aches

, sh

ared

pro

ble

m s

olv

ing.

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

1.2

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

form

atio

n a

nd d

ynam

ics,

eg d

epen

den

ce o

n t

rain

er,

contr

ibution f

requen

cy a

nd p

atte

rn,

gro

up h

iera

rchy,

gro

up

size

, in

clusi

on,

contr

ol, a

ffec

tion,

inte

ract

ion b

etw

een

mem

ber

s, indiv

idual

dom

inan

ce,

shar

ed o

wner

ship

.

□

Impac

t on d

eliv

ery,

eg r

ole

of

the

pra

ctitio

ner

, eg

en

coura

gin

g s

tuden

t par

tici

pat

ion,

support

ing s

tuden

t’s

lear

nin

g,

adju

stin

g g

roup d

ynam

ic,

role

of

the

studen

t, e

g

ow

n p

artici

pat

ion,

support

ing o

ther

s, s

elf

and g

roup

asse

ssm

ent.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 9

1

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

hod e

valu

atio

n,

eg s

mal

l or

larg

e gro

up a

ctiv

itie

s,

dis

cuss

ion,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s,

team

work

.

□

Cap

abili

ty t

o m

eet

gro

up n

eeds,

eg g

roup s

ize,

mix

of

skill

s an

d e

xper

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

boundar

ies,

val

uin

g o

f m

ember

contr

ibutions.

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;

sa

feguar

din

g e

g 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

acce

pta

ble

gro

up a

nd

indiv

idual

beh

avio

urs

, posi

tive

use

of

auth

ority

, gro

up

contr

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-

asse

ssm

ent,

pee

r or

gro

up a

sses

smen

t, indiv

idual

lea

rnin

g

pla

n,

trac

king a

nd loggin

g o

f as

sess

men

t, indiv

idual

rec

ord

of

achie

vem

ent.

92

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

requirem

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.

2.1

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 a

ctiv

itie

s, d

iscu

ssio

n,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s, s

imula

tions;

tra

iner

role

eg m

anag

ing g

roup

lear

nin

g,

enfo

rcin

g g

roup 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

mai

nta

inin

g p

osi

tive

gro

up inte

ract

ion,

ensu

ring indiv

idual

co

ntr

ibution.

□

Stu

den

t co

ntr

ibutions,

eg c

olla

bora

tive

work

ing,

acce

pting

role

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

Be

able

to

faci

litat

e le

arnin

g

and d

evel

opm

ent

in g

roups

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, s

imula

tions.

□

Man

agin

g g

roup lea

rnin

g,

eg e

stab

lishin

g a

nd a

gre

eing

lear

nin

g o

bje

ctiv

es,

enfo

rcin

g g

roup c

ontr

act,

pro

vidin

g

appro

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 s

tuden

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.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 9

3

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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,

ap

pro

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 a

nd r

espondin

g t

o in

appro

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,

sim

ula

tions,

role

pla

y, iden

tify

ing a

pplic

atio

n a

nd t

ransf

er in

real

work

, use

of

reflec

tive

acc

ounts

.

□

Support

req

uired

fro

m o

ther

s, e

g p

ract

itio

ner

, gro

up

mem

ber

s, m

anag

er,

men

tor,

colle

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, f

eedbac

k sa

ndw

ich o

r PCP (

pra

ise,

critici

sm,

pra

ise)

, sp

ecific

to t

ask

or

conte

xt,

iden

tify

ing indiv

idual

and g

roup a

chie

vem

ents

, goal

orien

tate

d,

tim

ing,

confirm

atio

n o

f le

arnin

g a

nd n

ext

step

s.

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

4.1

Support

sel

f-ev

aluat

ion b

y le

arner

s □

Id

entifica

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, p

urp

ose

of

reflec

tion,

self-a

sses

smen

t, S

WO

T

anal

ysis

(st

rength

s, w

eakn

esse

s/lim

itat

ions,

opport

unitie

s an

d t

hre

ats)

, per

sonal

nee

ds,

ref

lect

ing o

n p

ract

ice,

tuto

rial

to

support

indiv

idual

ref

lect

ion,

lear

nin

g f

rom

ref

lect

ion,

iden

tify

ing f

urt

her

lea

rnin

g n

eeds.

94

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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,

st

uden

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.

4.3

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

le

arnin

g,

opport

unitie

s fo

r le

arnin

g t

ransf

er,

opport

unitie

s fo

r m

aste

ry o

f sk

ills,

support

of

oth

ers

required

eg

pra

ctitio

ner

, lin

e m

anag

er,

men

tor,

colle

agues

, H

R.



Unit 8: Facilitate Learning and Development for Individuals

Unit reference number: J/502/9549

QCF level: 3


Credit value: 6


Unit aim

The aim of this unit is to assess the understanding of the learning and development practitioner in 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.

96

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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

sp

ecific

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

ex

per

ience

s an

d n

eeds,

appro

priat

e le

vel an

d c

onte

xt,

empow

erin

g indiv

idual

s, o

wned

tar

get

s an

d g

oal

s, o

ne-

to-

one

action p

lannin

g;

indiv

idual

role

s, e

g c

oac

h,

men

tor,

le

arner

.

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,

LNA/T

NA (

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

), r

ecognis

ing

pre

vious

lear

nin

g.

□

Acc

ess,

eg loca

tion,

tim

ing,

reso

urc

e; p

erso

nal

isat

ion o

f le

arnin

g e

g lea

rnin

g s

tyle

s, s

tuden

t m

otiva

tion,

bar

rier

s,

faci

litie

s, e

quip

men

t, lea

rnin

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

case

stu

dy,

sim

ula

tion,

pro

ject

, e-

lear

nin

g.

□

Chan

gin

g a

ttitudes

, eg

tuto

rial

, dis

cuss

ion,

rese

arch

; lo

cation e

g w

ork

pla

ce,

off

the

job,

onlin

e.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 9

7

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 eg

ris

k as

sess

men

t, e

nfo

rcem

ent

of

hea

lth

and s

afet

y, r

isk

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

studen

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

fee

dbac

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

choic

e, s

tuden

t ro

le in t

hei

r ow

n lea

rnin

g,

choic

e of

lear

nin

g

appro

aches

and r

esourc

es t

o m

eet

studen

t nee

ds,

lea

rnin

g

to 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, a

chie

vem

ent

of

lear

nin

g

requirem

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, t

imin

g,

lear

nin

g s

tyle

, m

ethods

or

appro

aches

, pro

vidin

g m

ento

ring,

alte

rnat

ive

per

sonnel

, ad

ditio

nal

le

arnin

g s

upport

, ad

ditio

nal

tim

e, a

dditio

nal

opport

unitie

s to

ac

hie

ve.

□

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

limitat

ion f

acto

rs e

g c

ost

, tim

e, e

xper

tise

, per

sonnel

.

98

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 c

apab

ility

to p

rovi

de

studen

t re

quirem

ents

, neg

otiat

ion

of

inte

nded

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,

si

mula

tion,

pro

ject

, ac

cess

to o

ther

exp

erts

.

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

safe

ty,

emplo

ymen

t re

gula

tions,

envi

ronm

enta

l haz

ards,

eq

uip

men

t risk

s, h

azar

dous

mat

eria

ls.

□

Saf

eguar

din

g,

eg o

rgan

isat

ion p

olic

ies

and p

roce

dure

s,

equal

opport

unity

requirem

ents

, posi

tive

act

ion a

gai

nst

bully

ing o

r th

reat

to indiv

idual

stu

den

ts,

14–19,

vuln

erab

le

adults.

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

3.1

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 a

ctiv

ity,

sim

ula

tion;

know

ledge

and u

nder

stan

din

g,

eg c

ase

study,

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

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 9

9

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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.

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,

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

.

□

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 g

oal

s an

d a

ctio

n p

lannin

g,

one-

to-o

ne

ques

tionin

g,

indiv

idual

rec

ord

ing o

f ac

tivi

ty c

om

ple

tion a

nd

reco

rd o

f ac

hie

vem

ent,

tra

ckin

g a

nd loggin

g o

f le

arnin

g

outc

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

support

, 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

activi

ties

under

take

n,

ow

ned

by

the

studen

t; e

mpow

erin

g

studen

t, e

g r

ecognis

ing a

chie

vem

ents

, fa

ult r

ectifica

tion

requirem

ents

, id

entifica

tion o

f fu

rther

lea

rnin

g n

eeds

or

pro

gre

ssio

n,

asse

ssm

ent

of fu

ture

req

uirem

ents

, ques

tionin

g,

asse

ssm

ent

tools

, su

pport

req

uirem

ents

.



Unit 9: Identify Individual Learning and Development Needs

Unit reference number: K/502/9544

QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to assess a learning and development practitioner’s understanding of, and competence in, carrying out a learning or training needs analysis for an individual.


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

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

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, use of witness testimony and looking at practitioner statements.



BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

01

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

princi

ple

s an

d

pra

ctic

es o

f le

arnin

g n

eeds

anal

ysis

for

indiv

idual

s

□

Anal

ysis

of

nee

d,

eg c

urr

ent,

futu

re;

types

of

anal

ysis

, eg

fu

nct

ional

, jo

b,

task

, use

of

nat

ional

occ

upat

ional

st

andar

ds;

iden

tifica

tion o

f nee

d e

g k

now

ledge,

beh

avio

urs

, sk

ills,

occ

upat

ional

or

pro

fess

ional

req

uirem

ents

, new

ski

lls,

mai

nte

nan

ce o

f per

form

ance

, co

ntinuous

per

sonal

and

pro

fess

ional

dev

elopm

ent,

futu

re c

apab

ility

, ta

rget

set

ting,

prioritisi

ng,

short

, m

ediu

m o

r lo

ng t

erm

goal

s.

1.2

Anal

yse

the

fact

ors

that

in

fluen

ce indiv

idual

lea

rnin

g

nee

ds,

pre

fere

nce

s an

d s

tyle

s

□

Nee

ds,

eg n

ew s

kills

, kn

ow

ledge

or

under

stan

din

g,

new

te

chnolo

gy,

chan

ge

in w

ork

pra

ctic

e, leg

isla

tion,

occ

upat

ional

and p

rofe

ssio

nal

req

uirem

ents

.

□

Pre

fere

nce

s: t

imin

g,

loca

tion,

work

load

, ac

cess

ibili

ty,

opport

unitie

s fo

r nat

ura

lly o

ccurr

ing e

viden

ce.

□

Indiv

idual

nee

ds,

eg d

isab

ilities

, pre

vious

lear

nin

g

exper

ience

s, lea

rnin

g s

tyle

, sp

ecific

lea

rnin

g d

ifficu

ltie

s,

age,

gen

der

.

1

Under

stan

d t

he

princi

ple

s an

d

pra

ctic

es o

f le

arnin

g n

eeds

anal

ysis

for

indiv

idual

s

1.3

Com

par

e m

ethods

use

d t

o

asse

ss indiv

idual

lea

rnin

g n

eeds

□

Met

hods,

eg initia

l as

sess

men

t, r

ecognis

ing p

rior

lear

nin

g,

skill

s m

atrix,

com

pet

ency

ass

essm

ent,

man

ual

ski

lls

anal

ysis

, cr

itic

al inci

den

t te

chniq

ue,

job lea

rnin

g a

nal

ysis

, as

sess

men

t ce

ntr

es,

appra

isal

, in

terv

iew

ing q

ues

tionin

g a

nd

liste

nin

g,

self-a

sses

smen

t, 3

60°

feed

bac

k, f

eedbac

k fr

om

oth

ers.

10

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Agre

e th

e purp

ose

, ai

ms

and

met

hodolo

gy

of

the

lear

nin

g

nee

ds

anal

ysis

with indiv

idual

s

□

Indiv

idual

, eg

det

erm

inin

g n

eeds,

occ

upat

ional

or

pro

fess

ional

req

uirem

ents

, se

lf-a

sses

smen

t, c

urr

ent

leve

l of

skill

s, k

now

ledge

and u

nder

stan

din

g,

prior

lear

nin

g o

r ex

per

ience

, ag

reei

ng t

arget

s, n

egotiat

ing t

imin

g a

nd

loca

tion o

f le

arnin

g,

agre

eing inte

nded

outc

om

es,

neg

otiat

ing m

ethods

to s

uit p

refe

rred

lea

rnin

g s

tyle

s.

2.2

Apply

lea

rnin

g n

eeds

anal

ysis

m

ethodolo

gy

to a

sses

s th

e in

div

idual

’s c

urr

ent

leve

l of

achie

vem

ent

and p

ote

ntial

□

Ach

ieve

men

ts,

eg R

PL,

curr

ent

achie

vem

ent,

occ

upat

ional

or

pro

fess

ional

nee

ds;

pote

ntial

eg c

aree

r en

han

cem

ent,

per

sonal

dev

elopm

ent,

pro

fess

ional

dev

elopm

ent.

□

Loggin

g a

nd t

rack

ing a

sses

smen

t, e

g c

om

pet

ency

, sk

ills,

cr

itic

al inci

den

t te

chniq

ue,

job lea

rnin

g a

nal

ysis

, obse

rvat

ion,

indiv

idual

rec

ord

of

achie

vem

ent,

com

ple

tion

of

action p

lans,

set

ting n

ew t

arget

s.

2

Be

able

to c

onduct

le

arnin

g n

eeds

anal

ysis

for

indiv

idual

s

2.3

Anal

yse

lear

nin

g n

eeds

and

com

munic

ate

to t

he

lear

ner

□

W

ays

to c

om

munic

ate,

eg o

ne-

to-o

ne

feed

bac

k, q

ues

tion

and a

nsw

er,

pro

fess

ional

dis

cuss

ion,

writt

en f

eedbac

k, s

elf-

asse

ssm

ent,

stu

den

t fe

edbac

k, p

eer

asse

ssm

ent

feed

bac

k.

□

Com

munic

atio

n w

ith,

eg indiv

idual

, tr

ainer

, em

plo

yer–

only

as

appro

priat

e; f

indin

gs,

eg s

tren

gth

s, a

reas

for

furt

her

dev

elopm

ent;

direc

ted e

g s

pec

ific

, fa

ctual

, non-

judgem

enta

l, f

ocu

sed.

3

Be

able

to a

gre

e in

div

idual

lea

rnin

g

and d

evel

opm

ent

nee

ds

3.1

Agre

e an

d p

rioritise

indiv

idual

le

arnin

g a

nd d

evel

opm

ent

nee

ds

□

Indiv

idual

nee

ds,

eg a

reas

for

dev

elopm

ent,

opport

unitie

s fo

r fu

rther

tra

inin

g,

area

s fo

r ad

ditio

nal

res

earc

h,

refe

rral

, id

entify

ing a

nd n

egotiat

ing n

ew t

arget

s, p

rioritisi

ng n

ew

goal

s an

d t

imes

cale

; re

cord

ing a

gre

emen

t eg

note

s, a

ctio

n

pla

n,

trai

nin

g p

lan;

dis

sem

inat

ion o

f findin

gs

as a

gre

ed,

eg

indiv

idual

, tr

ainer

, lin

e m

anag

emen

t, H

R,

oth

ers.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

03

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Advi

se indiv

idual

s ab

out

lear

nin

g

and d

evel

opm

ent

options

to

mee

t:

le

arner

priorities

le

arnin

g p

refe

rence

s

le

arnin

g s

tyle

s

□

Progre

ssio

n o

pport

unitie

s, e

g n

ew lea

rnin

g,

alte

rnat

ive

route

s to

war

ds

new

ski

lls,

know

ledge

or

under

stan

din

g,

stra

tegie

s to

suit lea

rnin

g s

tyle

pre

fere

nce

, ch

oic

e of

options

for

on job t

rain

ing,

off-j

ob t

rain

ing,

self-d

irec

ted

lear

nin

g,

pla

nned

exp

erie

nce

, w

ork

shad

ow

ing,

coac

hin

g,

inte

ract

ive

com

pute

r-bas

ed lea

rnin

g,

cours

e at

tendan

ce;

fact

ors

aff

ecting o

ptions

avai

lable

, eg

acc

epta

bili

ty,

loca

tion,

acce

ss,

inte

rnal

and e

xter

nal

res

ourc

e av

aila

bili

ty,

cost

.



Unit 10: Manage Learning and Development in Groups


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.



BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

05

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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

char

acte

rist

ics,

eg s

ize,

com

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

per

form

ing m

odel

, Bel

bin

’s t

eam

role

s, E

vans

and D

ion’s

co

hes

ive

gro

ups,

Irv

ing J

anis

’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

ac

com

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

size

for

activi

ty,

incl

usi

ve lea

rnin

g e

xper

ience

s, m

ixin

g s

kills

an

d 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,

co

ntr

ibution f

requen

cy,

pat

tern

of

contr

ibution,

direc

tional

co

ntr

ibution,

hie

rarc

hy

dev

elopm

ent.

□

Prac

titioner

man

agem

ent,

eg lea

rnin

g s

tyle

ac

com

modat

ion,

goal

set

ting,

pro

moting e

xper

iential

le

arnin

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,

opport

unitie

s fo

r w

ork

ing w

ith o

ther

s, p

eer

teac

hin

g,

support

ive,

nurt

uring.

10

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

beh

avio

ur

contr

act

sett

ing,

agre

emen

t of

par

tici

pat

ion

requirem

ents

, ro

les

and r

esponsi

bili

ties

during a

ctiv

itie

s,

enco

ura

gin

g d

iscu

ssio

n a

nd fee

dbac

k, g

roup f

oru

m,

crea

ting t

eam

s, s

elf-

asse

ssm

ent

of

lear

nin

g,

action

pla

nnin

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, h

azar

dous

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

en

gag

emen

t, c

onfiden

ce b

uild

ing,

acco

mm

odat

ing v

aryi

ng

leve

ls o

f 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 t

hre

ats,

val

uin

g inputs

, pro

moting a

ppro

priat

e bel

iefs

, m

inim

isin

g r

isk

of st

ress

, ex

plo

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 m

ember

(s),

addre

ssin

g

verb

al a

buse

, va

ried

lea

rnin

g s

tyle

s an

d a

ctiv

ity

choic

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,

fu

rnis

hin

g c

om

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

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

07

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

both

fac

ilita

tor

and g

roup m

ember

s, c

om

munic

atio

n w

ith a

nd

bet

wee

n g

roup 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 a

ctiv

itie

s; t

heo

ries

, eg

Eva

ns

and D

ion’s

cohes

ive

gro

ups,

Ir

ving J

anis

’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

in

div

idual

ach

ieve

men

ts,

enco

ura

gin

g e

nth

usi

asm

, m

atch

of

lear

nin

g o

bje

ctiv

es t

o 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

gro

up c

ontr

ibutions,

opport

unitie

s fo

r gro

ups

to s

elf-

asse

ss a

nd

man

age

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.

2

Be

able

to m

anag

e gro

up lea

rnin

g a

nd

dev

elopm

ent

envi

ronm

ents

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.

10

8

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

mem

ber

exp

ecta

tions

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

mem

ber

req

uirem

ents

, dis

cuss

ion a

nd a

gre

emen

t of

chan

ges

to

mee

t re

quirem

ents

, gro

up a

nd indiv

idual

lea

rnin

g a

gre

emen

ts,

neg

otiat

ing g

oal

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 o

pport

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

.

3.3

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 lea

rnin

g a

ctiv

itie

s, v

aryi

ng s

ize

of

gro

ups,

incr

easi

ng

direc

ted s

tudy,

incr

ease

d u

se o

f te

chnolo

gy,

iden

tify

ing f

urt

her

le

arnin

g r

equirem

ents

.

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

3.4

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.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

09

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Support

lea

rner

s’ r

ights

in

rela

tion t

o e

qual

ity,

div

ersi

ty a

nd

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

nee

ds,

phys

ical

acc

ess

to c

ours

es,

dis

abili

ty a

war

enes

s, s

taff

tr

ainin

g f

or

dis

abili

ties

, aw

aren

ess

of

men

tal hea

lth iss

ues

, co

llect

ing a

nd r

espondin

g t

o info

rmat

ion o

n s

tuden

ts’ sp

ecific

nee

ds,

hea

lth a

nd s

afet

y, e

mplo

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

pra

ctic

e, e

mplo

yee

trai

nin

g a

nd d

evel

opm

ent,

enfo

rcem

ent

of

bully

ing a

nd h

aras

smen

t polic

ies,

rec

ognis

ing s

pec

ial ed

uca

tional

nee

ds,

ref

erra

l fo

r pro

fess

ional

support

nee

ds

4.3

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-d

iscl

osu

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.

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

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.



Unit 11: Planning to Meet the Needs of Learners


QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to enable learners to agree individual learning goals with their students, to plan inclusive learning and teaching approaches in accordance with internal processes and external requirements and to evaluate their own practice in planning learning and teaching. The unit also covers expectations in relation to the minimum core in planning inclusive learning and teaching.

The unit allows learners to work from the first point of contact with students, through initial and diagnostic testing, to negotiate individual goals and meet curriculum requirements. Practical opportunities arising from teaching practice are utilised.

Learners are able to plan a scheme of work based on individual curriculum requirements and develop a number of session plans that include a range of learning and teaching methods. This provides the structure for the required observed teaching practice in Unit 4: Delivering Lifelong Learning (Level 3). This unit also addresses the need to identify ways in which learning and teaching may be adapted to meet individual student needs.

This unit should be viewed in conjunction with Unit 22: Using Resources for Lifelong Learning (Level 3), Unit 4: Delivering Lifelong Learning (Level 3) and Unit 2: Assessing Learners in Lifelong Learning (Level 3) so all aspects of learning and teaching are considered holistically and planning is not seen in isolation from practice. This unit also provides opportunities to review learning from Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) or the Learning and Development alternative units Unit 8: Facilitating Learning and Development for Individuals (Level 3) and Unit 7: Facilitating Learning and Development in Groups (Level 3).


The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The practice required of learners can be with groups, individuals or a combination of both. Observation of learners’ practice can be formative and summative.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

11

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

role

of

initia

l an

d

dia

gnost

ic a

sses

smen

t in

ag

reei

ng indiv

idual

lea

rnin

g

goal

s

□

Initia

l, e

g c

urr

ent

leve

ls o

f kn

ow

ledge

and u

nder

stan

din

g,

exis

ting s

kills

, ac

hie

vem

ents

.

□

Dia

gnost

ic,

eg s

tuden

t nee

ds

anal

ysis

, m

inim

um

core

or

support

nee

ds,

pre

ferr

ed lea

rnin

g s

tyle

; le

arnin

g g

oal

s, e

g c

ontr

acts

, ta

rget

-set

ting,

action

pla

ns,

indiv

idual

lea

rnin

g p

lan.

1.2

U

se m

ethods

of

initia

l an

d

dia

gnost

ic a

sses

smen

t w

ith

lear

ner

s

□

Initia

l, e

g C

V,

applic

atio

n f

orm

, in

terv

iew

, SW

OT a

nal

ysis

, ques

tionnai

re,

pra

ctic

al e

xerc

ises

or

task

s.

□

Dia

gnost

ic,

eg L

NA/T

NA (

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

), o

nlin

e as

sess

men

ts incl

udin

g lan

guag

e/lit

erac

y/ n

um

erac

y/IC

T,

task

or

exer

cise

, w

ork

pla

cem

ent

asse

ssm

ent.

1

Be

able

to a

gre

e in

div

idual

lea

rnin

g

goal

s w

ith lea

rner

s

1.3

N

egotiat

e an

d r

ecord

indiv

idual

le

arnin

g g

oal

s w

ith lea

rner

s □

N

egotiat

ion,

eg s

elf-

asse

ssm

ent,

tuto

rial

, dis

cuss

ion,

reco

gnis

ing lea

rnin

g

or

skill

s gap

s, a

gre

eing s

upport

nee

ds.

□

Rec

ord

ing,

eg I

LP/I

EP,

act

ion p

lans,

pap

er b

ased

or

IT b

ased

, in

stitution’s

pro

cedure

s fo

r re

cord

ing info

rmat

ion,

studen

t ow

ner

ship

.

11

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

evis

e a

schem

e of

work

whic

h

mee

ts t

he

nee

ds

of

all le

arner

s an

d c

urr

iculu

m r

equirem

ents

□

Curr

iculu

m r

equirem

ents

, eg

aw

ardin

g b

ody,

req

uired

sta

ndar

ds,

kn

ow

ledge

conte

nt,

ski

lls o

pport

unitie

s, s

equen

cing o

f co

nte

nt,

ass

essm

ent

tim

etab

le,

evid

ence

req

uirem

ents

; st

uden

t re

quirem

ents

eg lea

rnin

g

styl

es,

indiv

idual

and g

roup w

ork

, eq

ual

ity

of

acce

ss,

rein

forc

ing lea

rnin

g,

study

skill

s, t

ime

man

agem

ent,

opport

unity,

var

iety

.

2.2

D

evis

e se

ssio

n p

lans

whic

h m

eet

the

aim

s an

d n

eeds

of

all

lear

ner

s

□

Str

uct

ure

, eg

aim

s an

d o

bje

ctiv

es,

subje

ct k

now

ledge

and s

kills

conte

nt,

va

riet

y of

lear

nin

g a

nd t

each

ing a

ctiv

itie

s, t

imin

g,

linke

d a

sses

smen

t,

opport

unitie

s fo

r fe

edbac

k, m

inim

um

core

opport

unitie

s.

□

Stu

den

t nee

ds,

eg lea

rnin

g s

tyle

s, o

pport

unitie

s to

dem

onst

rate

and

pra

ctis

e sk

ills,

pla

nned

ref

lect

ion,

indiv

idual

ised

lea

rnin

g,

flex

ible

.

2.3

Exp

lain

how

the

choic

e of

teac

hin

g m

ethods

mee

ts t

he

nee

ds

of

all le

arner

s

□

Met

hods,

eg a

ppro

priat

e to

stu

den

t an

d s

ubje

ct,

indiv

idual

and

colla

bora

tive

lea

rnin

g,

lect

ure

s, w

ork

shops,

pra

ctic

al,

rese

arch

, pro

ject

w

ork

, ca

se s

tudie

s, d

iscu

ssio

n,

direc

ted s

tudy.

□

Lear

ner

nee

ds,

eg K

olb

(ac

tivi

ty,

reflec

tion,

rese

arch

, pla

nnin

g),

Blo

om

(k

now

ledge,

att

itude,

ski

ll),

acce

ssib

ility

and f

lexi

bili

ty t

hro

ugh d

ista

nce

an

d o

nlin

e, r

esourc

es b

ased

lea

rnin

g,

adap

table

to indiv

idual

nee

d.

2.4

Id

entify

way

s in

whic

h s

essi

on

pla

ns

can b

e ad

apte

d t

o m

eet

the

indiv

idual

nee

ds

of

lear

ner

s

□

Adap

ting,

eg v

aryi

ng c

onte

nt,

chan

gin

g a

ctiv

itie

s, v

aryi

ng lea

rnin

g s

tyle

s,

alte

ring t

imin

gs,

additio

nal

res

ourc

es.

□

Indiv

idual

nee

ds,

eg d

iffe

rentiat

ion,

indiv

idual

ised

lea

rnin

g,

indiv

idual

su

pport

, 1:1

act

ivitie

s, p

ract

isin

g s

kills

, onlin

e le

arnin

g m

ater

ials

, ex

tended

ac

tivi

ties

.

2

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

2.5

Id

entify

opport

unitie

s fo

r le

arner

s to

pro

vide

feed

bac

k to

in

form

incl

usi

ve p

ract

ice

□

Opport

unitie

s, e

g f

orm

al r

evie

w o

ngoin

g o

r se

ssio

n,

info

rmal

stu

den

t fe

edbac

k, s

tuden

t re

pre

senta

tive

s, s

tuden

t co

ntr

ibutions

to t

eam

m

eetings.

□

Info

rmin

g incl

usi

ve p

ract

ice,

eg info

rmin

g s

essi

on e

valu

atio

n,

cours

e or

team

rev

iew

, ef

fect

iven

ess

in m

eeting s

tuden

t nee

ds,

iden

tify

ing a

reas

for

impro

vem

ent,

support

req

uirem

ents

, eq

ual

ity

of

opport

unity

issu

es.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

13

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

min

imum

core

el

emen

ts c

an b

e dem

onst

rate

d

in p

lannin

g incl

usi

ve lea

rnin

g

and t

each

ing

□

Lear

nin

g,

eg p

oss

ible

rea

sons

for

diffe

rent

rate

s of

studen

t pro

gre

ss,

diffe

rent

fact

ors

aff

ecting t

he

acquis

itio

n o

f m

inim

um

core

ski

lls,

implic

atio

ns

for

teac

hin

g.

□

Tea

chin

g,

eg a

ddre

ssin

g t

he

nee

d f

or

the

min

imum

core

in e

nab

ling u

sers

to

par

tici

pat

e in

the

moder

n e

conom

y, b

arrier

s, m

ultili

ngual

ism

, opport

unitie

s to

inco

rpora

te in p

lannin

g u

sing inte

gra

ted a

ppro

ach o

r pro

vide

nat

ura

lly o

ccurr

ing e

viden

ce.

3

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Apply

ele

men

ts o

f th

e m

inim

um

co

re in p

lannin

g incl

usi

ve

lear

nin

g a

nd t

each

ing

□

Lear

nin

g o

pport

unitie

s, e

g g

roup d

iscu

ssio

n,

indiv

idual

or

gro

up

pre

senta

tions,

pro

ject

work

, re

sear

ch a

nd d

ata

colle

ctio

n,

dat

a an

alys

is.

□

Tea

chin

g,

eg o

pport

unitie

s fo

r nat

ura

lly o

ccurr

ing e

viden

ce,

rele

vance

, in

tegra

ted,

mea

nin

gfu

l, lin

ked t

o s

tuden

t nee

ds,

dev

elopin

g r

ange

of

skill

s.

4.1

Ref

lect

on o

wn p

ract

ice

in

pla

nnin

g t

o m

eet

the

nee

ds

of

lear

ner

s

□

Evi

den

ce,

eg s

elf-

asse

ssm

ent,

eva

luat

ion p

roce

dure

s, f

eedbac

k fr

om

st

uden

ts,

appra

isal

fee

dbac

k fr

om

tea

m r

evie

w o

r lin

e m

anag

er.

□

Sch

eme

of

work

, eg

effec

tive

nes

s, m

eeting t

imes

cale

, co

nte

nt

cove

rage,

sk

ills

and k

now

ledge

requirem

ents

, as

sess

men

t re

quirem

ents

.

□

Ses

sion p

lannin

g,

eg s

truct

ure

, tim

ings,

min

imum

core

and a

sses

smen

t opport

unitie

s, s

tuden

t sa

tisf

action a

nd a

chie

vem

ent.

4

Be

able

to e

valu

ate

ow

n p

ract

ice

in

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

4.2

Id

entify

way

s to

im

pro

ve o

wn

pra

ctic

e in

pla

nnin

g t

o m

eet

the

nee

ds

of

lear

ner

s

□

Opport

unitie

s, e

g m

ento

ring,

team

wor

king,

inte

rnal

ver

ific

atio

n a

t pla

nnin

g s

tage,

work

shad

ow

ing o

f pla

nnin

g r

ole

, re

alis

tic

goal

s an

d

targ

ets

for

ow

n d

evel

opm

ent,

updat

ing t

echnic

al e

xper

tise

, ex

plo

ring n

ew

modes

of

del

iver

y an

d a

sses

smen

t, c

ontr

ibuting t

o c

urr

iculu

m

dev

elopm

ent,

form

al r

equirem

ents

for

reco

rdin

g o

f co

ntinuin

g p

rofe

ssio

nal

dev

elopm

ent.




Delivery

The groundwork for this unit is already covered by Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), and the Learning and Development alternative units Unit 7: Facilitate Learning and Development in Groups (Level 3) or Unit 8: Facilitate Learning and Development for Individuals (Level 3). Tutors can avoid duplication by building on what has been covered earlier.

In earlier units, learners will already have considered inclusive teaching and learning approaches, possibly using Kolb’s learning cycle theory. It is important to reinforce the links to the same skills, knowledge and understanding that underpin all learning and teaching in lifelong learning. This unit provides an opportunity to extend that approach to cover a wider range of approaches.

As with other units in this qualification, learning occurs in two distinct contexts: through teaching in the learning environment and learning in the workplace. This provides opportunities for learners to draw on evidence from their own experience and contribute to the delivery of this unit. As there is a requirement for teaching practice to achieve this qualification, it is anticipated that all learners will have opportunities to select learning and teaching approaches suited to different contexts and different student needs. Individuals should therefore have the chance to provide their own case studies, as well as mini-presentations, in order to adopt a strongly student-centred approach to delivery. Instead of predominantly tutor-led sessions, learners will be able to draw on their own experiences as well as on those of the more experienced practitioner. Learner responsibility is at the core of all the units in this qualification and therefore it is logical to use opportunities for teaching by example to reinforce this.

In promoting best practice, tutor delivery in this unit should focus on structuring schemes of work and session plans that avoid the narrative or scripted approach. By focusing on learning rather than teaching, learners have the opportunity to review different approaches. Learners should recognise that failing to reflect and plan appropriately can lead teachers to consistently adopt the same approach to teaching and be unreceptive to new, more appropriate approaches.

The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of planning, learning and teaching approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, students and context. For this reason, wherever possible, the delivery of the unit should be related to learners’ own teaching situations, students and experiences.

It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher and identify opportunities for improvement.



Learning activities

These 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, whole group discussion and activities, individual learner activities, case study, session planning and teaching practice. Tutors need to link their planning for this unit to all other units in order to ensure an integrated or holistic approach.


At the beginning of delivery for this unit, time should be given to discussing the learning and assessment activities, along with the links between units, the use of teaching practice as part of the learning process and opportunities for using evidence from the workplace in assessment.

Learning outcome 1

Many people in a teaching or training role are not directly involved with initial assessment. This learning outcome provides opportunities for a tutor to introduce and explain a range of initial assessment strategies and how that information is useful in session planning.

Learners are likely to be familiar with various forms of diagnostic assessment, such as learning needs analysis or training needs analysis, key skills or minimum core (as learners may well have had online diagnostic assessments for language/literacy/numeracy/ICT) and specialised testing. This is an opportunity for whole group discussion on the role and methods used for diagnostic assessment in different contexts.

An individual initial assessment activity of preferred learning styles is particularly useful. Most centres currently have access to a version of a learning styles questionnaire, eg Honey and Mumford. The Visual Auditory Kinesthetic test or the Multiple Intelligence questionnaire could be used to establish preferred learning styles. Organisations tend to use particular versions of the test, so tutors might find it best to select whatever learners are most likely to be familiar with. In this way, learners can see the potential impact on their planning. This should be followed by tutor-led discussion to highlight the value of initial and diagnostic assessment to session planning.

Learning outcome 2

Whole- group review of approaches to planning for a micro-teaching session, to focus on tutor-led versus learner-led, individual or collaborative learning, skills or knowledge.

Tutor presentation to cover underlying principles, for example Kolb (activity, reflection, research, planning) and Bloom (knowledge, attitude, skill).

As Kolb’s theory was used in suggested planning of the micro-teach, a small-group activity can be based around the Bloom model. In three small groups, learners plan a 10-minute session on the same subject (eg making a cup of tea but the group can negotiate their own subject), selecting teaching methods for just one approach–one based on a theory session, one based on a skills session and one based on understanding/attitudes/values. (A simpler version can use skills and knowledge.) Each group presents to the other learners.



Peer presentations should be followed by whole-group discussion on how to use their learning in session planning. This could be followed by a tutor summary of the discussion.


The clearest way to demonstrate the qualities of a scheme of work is through teaching by example and using the CTLLS programme as a case study for a scheme of work. This is particularly appropriate for a Level 3 context. If learners are provided with the awarding organisation’s requirements (Unit Guidance or the LSIS Units of Assessment), tutor presentation can be used to explain how the requirements are converted into a realistic programme that meets the requirements for content and timing. It should also include reference to alternative, more flexible approaches that aid accessibility, eg distance or blended learning models.

Similarly, session plans can be based on an example of the CTLLS qualification session plans as a case study. The basic structure is usually adopted with:

aims and objectives

timings

subject or technical knowledge and skills content

variety of learning and teaching activities

resources

assessment opportunities (and minimum core)

session evaluation.

Along with aims and objectives, most session plans also include a section to identify any special requirements of the group or individual students where the plan may need to be adapted.

Individual activities can be used to enable learners to compare examples from their own practice with examples provided for the session. This could be done in pair discussions, followed by small group discussions and a nominated individual to feed back to the group the key findings. This should be followed by a tutor summary to highlight examples of good practice in selecting approaches to planning a scheme of work and sessions.

Tutor-led discussion, to explore opportunities for incorporating minimum core into the planning of learning and teaching following on from discussions on session planning.


Teaching practice: in observed teaching practice, learners demonstrate the use of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals. Examples should be kept and presented in portfolios.

Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements). This scheme of work should indicate how it meets the needs of all students as well as curriculum requirements.

Learners produce a minimum of three session plans, including elements of the minimum core, which are observed as part of the CTLLS requirements. In terms of good practice, it is desirable for learners to produce session plans to cover all of the 30 hours, teaching practice requirement where possible.



Learners review and evaluate their own practice and identify ways to improve when planning to meet the needs of students.

Assessment



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

At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.


As part of observed teaching practice, learners use outcomes from initial and diagnostic assessment to inform teaching.

Assessment evidence

Assessment records and observation records.

Assessment criteria 2.1

Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets all curriculum and student needs.

Assessment evidence

Teaching portfolio and scheme of work.


Learners produce a minimum of three session plans each of at least 1 hour, which include coverage of elements of the minimum core. If sessions are normally shorter than 1 hour, combine or arrange for an observed session.

Assessment evidence

Teaching portfolio and sessions plans.


Learners explain the role of initial and diagnostic assessment in agreeing individual learning goals when planning sessions. This should inform an explanation on how the choice of teaching methods meets the needs of all students for the selected sessions.

Assessment evidence

Session evaluation/s, individual learning review, written reflection and professional discussion.



Assessment criteria 2.4 and 3.1:

Learners explain ways in which session plans can be adapted to meet the individual needs of at least two contrasting students: one competent student and one lacking confidence, or requiring special consideration, eg dyslexic or with English as a second language. An explanation of coverage of minimum core should also be included.

Assessment evidence

Session plans.


Using feedback from their students, as well as from their teaching practice observations and self-evaluation, learners reflect on the effectiveness of their own practice, identifying ways in which their own practice in planning meets the needs of their students. They also identify ways to improve practice.



Assessment evidence

Session evaluation, student feedback, individual learner record and professional discussion.


Textbooks

Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609

Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984

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


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

Websites













Unit 12: Planning to Meet the Needs of Learners


QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to agree individual learning goals with their students, to plan inclusive learning and teaching approaches in accordance with internal processes and external requirements and to evaluate their own practice in planning learning and teaching. The unit also covers expectations in relation to the minimum core in planning inclusive learning and teaching.

In line with Level 4 requirements, this unit addresses issues underpinning the planning of learning and teaching from the first point of contact with students, through initial and diagnostic testing. Understanding the role of initial and diagnostic assessment will enable learners to actively negotiate and record individual goals. This, in turn, will enable their students to take increased responsibility for the learning process.

The unit gives learners the opportunity to use the results of initial assessment in planning a scheme of work based on internal processes and external requirements, as well as addressing individual student needs. The CTLLS qualification requires a minimum of 30 hours of teaching practice and this provides a useful framework for the scheme of work. With the requirements for a minimum of three observed learning and teaching sessions, the unit also provides the opportunity for the learner to develop a number of session plans to put into practice in Unit 5: Delivering Lifelong Learning (Level 4).

Within all units is the need to evaluate practice and involve learners in the process in order to develop the best practice in teaching and learning, as well as creating opportunities to incorporate minimum core requirements. This unit also addresses the need to identify ways in which learning and teaching may be adapted to meet individual student needs.

In considering all aspects of learning and teaching holistically, it is helpful to view this unit in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 5: Delivering Lifelong Learning (Level 4) and with Unit 23: Using Resources for Lifelong Learning (Level 4). This unit also provides an opportunity to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), or the Learning and Development equivalent units, Unit 7: Facilitate Learning and Development in Groups (Level 3) and Unit 8: Facilitate Learning and Development for Individuals (Level 3).




The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The practice required of learners can be with groups, individuals or a combination of both. Observation of learners’ practice can be formative and summative.

12

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Anal

yse

the

role

of

initia

l an

d

dia

gnost

ic a

sses

smen

t in

ag

reei

ng indiv

idual

lea

rnin

g g

oal

s

□

Initia

l, e

g info

rmat

ion f

or

cours

e tu

tor,

curr

ent

leve

ls o

f kn

ow

ledge

and u

nder

stan

din

g,

exis

ting s

kills

, ac

hie

vem

ents

, m

otiva

tion,

bac

kgro

und.

□

Dia

gnost

ic,

eg L

NA/T

NA,

lear

nin

g o

r tr

ainin

g n

eeds

anal

ysis

) pra

ctic

al s

kills

, le

arnin

g o

r sk

ills

gap

s, b

asic

ski

lls/m

inim

um

co

re,

indiv

idual

support

nee

ds,

pre

ferr

ed lea

rnin

g s

tyle

, w

ork

pla

ce r

equirem

ents

.

□

Lear

nin

g g

oal

s, e

g r

equirem

ents

fro

m lea

rnin

g p

rogra

mm

e,

indiv

idual

or

gro

up c

ontr

acts

, lo

ng o

r sh

ort

ter

m t

arget

se

ttin

g,

action p

lans,

ILP

(in

div

idual

lea

rnin

g p

lan).

1.2

U

se m

ethods

of

initia

l an

d

dia

gnost

ic a

sses

smen

t w

ith

lear

ner

s

□

Initia

l, e

g C

V,

applic

atio

n f

orm

, in

terv

iew

, SW

OT a

nal

ysis

, ques

tionnai

re,

pra

ctic

al e

xerc

ises

or

task

s.

□

Dia

gnost

ic,

eg k

now

ledge

or

phys

ical

ski

lls t

esting,

LNA/T

NA,

onlin

e dia

gnost

ic a

sses

smen

ts,

incl

udin

g

languag

e/lit

erac

y/ n

um

erac

y/IC

T,

obse

rvat

ion r

eport

, pro

fess

ional

dis

cuss

ion.

1

Be

able

to a

gre

e in

div

idual

lea

rnin

g

goal

s w

ith lea

rner

s

1.3

N

egotiat

e an

d r

ecord

indiv

idual

le

arnin

g g

oal

s w

ith lea

rner

s □

N

egotiat

ion,

eg s

elf-

asse

ssm

ent,

tuto

rial

, dis

cuss

ion,

reco

gnis

ing lea

rnin

g o

r sk

ills

gap

s, a

gre

eing s

upport

nee

ds,

id

entify

ing n

eed f

or

refe

rral

as

appro

priat

e, lia

isin

g o

n

beh

alf

of

studen

t.

□

Rec

ord

ing,

eg I

LP,

action p

lans,

pap

er b

ased

or

IT b

ased

, in

stitution’s

pro

cedure

s fo

r re

cord

ing info

rmat

ion,

studen

t ow

ner

ship

, sh

arin

g w

ith inte

rest

ed p

arties

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

23

– I

ssue

1 –

August

2012 ©

Pea

rson E

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Learn

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ou

tco

mes

Ass

ess

men

t cr

iteri

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Un

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lifi

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D

evis

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schem

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work

in

acco

rdan

ce w

ith inte

rnal

pro

cess

es a

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xter

nal

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quirem

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iculu

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□

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den

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quirem

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tyle

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inte

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s, v

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active

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2.2

D

evis

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ssio

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lans

whic

h m

eet

the

aim

s an

d n

eeds

of

all le

arner

s an

d c

urr

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ents

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and

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iety

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ctiv

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pac

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ive,

opport

unitie

s fo

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inim

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core

, opport

unitie

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r fe

edbac

k.

□

Stu

den

t nee

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eg lea

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tyle

s, e

xper

iential

lea

rnin

g,

exper

imen

tal or

active

lea

rnin

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studen

t-ce

ntr

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rnin

g,

opport

unitie

s to

dem

onst

rate

and p

ract

ice

skill

s, p

lanned

re

flec

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indiv

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ised

lea

rnin

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flex

ible

.

2

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

2.3

Ref

lect

on h

ow

tea

chin

g m

ethods

mee

t th

e nee

ds

of

all le

arner

s □

M

ethods,

eg a

ppro

priat

e to

stu

den

t an

d s

ubje

ct,

indiv

idual

an

d c

olla

bora

tive

lea

rnin

g,

lect

ure

s, t

eam

-tea

chin

g,

work

shops,

pra

ctic

al,

rese

arch

, pro

ject

work

, ca

se s

tudie

s,

dis

cuss

ion,

pee

r te

achin

g,

role

pla

y, g

ames

, direc

ted s

tudy.

□

Stu

den

t nee

ds,

eg K

olb

(ac

tivi

ty,

reflec

tion,

rese

arch

, pla

nnin

g),

Blo

om

(kn

ow

ledge,

att

itude,

ski

ll),

acce

ssib

ility

an

d f

lexi

bili

ty t

hro

ugh d

ista

nce

and o

nlin

e, r

esourc

es b

ased

le

arnin

g,

fost

erin

g c

uriosi

ty,

enco

ura

gin

g indep

enden

t le

arnin

g,

studen

t-ce

ntr

ed a

nd e

xper

iential

.

12

4

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Id

entify

way

s in

whic

h s

essi

on

pla

ns

can b

e ad

apte

d t

o m

eet

the

indiv

idual

nee

ds

of

lear

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s

□

Curr

iculu

m r

equirem

ents

, eg

inte

rpre

tation o

f aw

ardin

g

body,

req

uirem

ents

of

pro

fess

ional

/voca

tional

sta

ndar

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kn

ow

ledge

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lls o

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equen

cing o

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essm

ent

met

hods

and s

ched

ule

, ev

iden

ce

requirem

ents

, m

oder

atio

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tandar

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□

Stu

den

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quirem

ents

, eg

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tyle

s, indiv

idual

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gro

upw

ork

, eq

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ity

of

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ss,

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r st

udy

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ime

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agem

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inte

rest

an

d e

ngag

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t, a

ppro

priat

e goal

s, v

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ty,

active

le

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2.5

Eva

luat

e opport

unitie

s fo

r le

arner

s to

pro

vide

feed

bac

k to

in

form

incl

usi

ve p

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□

Str

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ure

, eg

aim

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nte

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var

iety

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each

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linke

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ract

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opport

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r m

inim

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core

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unitie

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□

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den

t nee

ds,

eg lea

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tyle

s, e

xper

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exper

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active

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rnin

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studen

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ntr

ed lea

rnin

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unitie

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rate

and p

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lanned

re

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lea

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.

3

Under

stan

d

expec

tations

of

the

min

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core

in

rela

tion t

o

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

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3.1

Rev

iew

way

s in

whic

h e

lem

ents

of

the

min

imum

core

can

be

dem

onst

rate

d in p

lannin

g

incl

usi

ve lea

rnin

g a

nd t

each

ing

□

Met

hods,

eg a

ppro

priat

e to

stu

den

t an

d s

ubje

ct,

indiv

idual

an

d c

olla

bora

tive

lea

rnin

g,

lect

ure

s, t

eam

-tea

chin

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ctic

al,

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arch

, pro

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work

, ca

se s

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s,

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cuss

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pee

r te

achin

g,

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y, g

ames

, direc

ted s

tudy.

□

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den

t nee

ds,

eg K

olb

(ac

tivi

ty,

reflec

tion,

rese

arch

, pla

nnin

g),

Blo

om

(kn

ow

ledge,

att

itude,

ski

ll),

acce

ssib

ility

an

d f

lexi

bili

ty t

hro

ugh d

ista

nce

and o

nlin

e, r

esourc

es-b

ased

le

arnin

g,

fost

erin

g c

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arnin

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studen

t-ce

ntr

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nd e

xper

iential

.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

25

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Apply

min

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core

ele

men

ts in

pla

nnin

g incl

usi

ve lea

rnin

g a

nd

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hin

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□

Lear

nin

g o

pport

unitie

s, e

g g

roup d

iscu

ssio

n,

indiv

idual

or

gro

up p

rese

nta

tions,

loca

ting a

nd p

roce

ssin

g info

rmat

ion

and r

espondin

g t

o o

ther

s, n

ote

-tak

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pro

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sear

ch r

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ata

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nal

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g e

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kills

, opport

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ura

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ing e

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ce,

rele

vance

, in

tegra

ted,

mea

nin

gfu

l, lin

ked t

o s

tuden

t nee

ds.

4.1

Rev

iew

ow

n p

ract

ice

in p

lannin

g

to m

eet

the

nee

ds

of

lear

ner

s □

Evi

den

ce,

eg s

elf-

asse

ssm

ent,

form

al e

valu

atio

n

pro

cedure

s, f

eedbac

k fr

om

stu

den

ts,

appra

isal

fee

dbac

k fr

om

tea

m r

evie

w o

r lin

e m

anag

er,

info

rmal

fee

dbac

k fr

om

pee

rs a

nd s

tuden

ts.

□

Sch

eme

of

work

, eg

effec

tive

nes

s in

ach

ievi

ng g

oal

s,

mee

ting t

imes

cale

, co

nte

nt

cove

rage,

ski

lls a

nd k

now

ledge

requirem

ents

, as

sess

men

t re

quirem

ents

.

□

Ses

sion p

lannin

g,

eg s

truct

ure

, tim

ings,

res

ourc

es,

variet

y of

lear

nin

g a

nd t

each

ing a

ppro

aches

, in

tegra

tion o

f m

inim

um

core

, ap

pro

priat

e as

sess

men

t opport

unitie

s,

studen

t in

volv

emen

t, s

tuden

t sa

tisf

action a

nd a

chie

vem

ent.

4

Be

able

to e

valu

ate

ow

n p

ract

ice

in

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

4.2

Anal

yse

way

s to

im

pro

ve o

wn

pra

ctic

e in

pla

nnin

g t

o m

eet

the

nee

ds

of

lear

ner

s

□

Opport

unitie

s, e

g iden

tify

ing o

pport

unitie

s fo

r CPD

, m

ento

ring t

o s

upport

indiv

idual

pra

ctic

e, t

eam

work

ing t

o

support

dev

elopm

ent,

inte

rnal

ver

ific

atio

n a

t pla

nnin

g s

tage,

w

ork

shad

ow

ing o

f pla

nnin

g r

ole

, aw

ardin

g o

rgan

isat

ion

trai

nin

g o

r updat

ing o

f cu

rric

ulu

m r

equirem

ents

, re

alis

tic

goal

s an

d t

arget

s fo

r ow

n d

evel

opm

ent,

updat

ing t

echnic

al

know

ledge

and e

xper

tise

, ex

plo

ring n

ew m

odes

of

del

iver

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d a

sses

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t, c

ontr

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o c

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m d

evel

opm

ent.




Delivery Whilst the practical element of both the Level 3 and Level 4 units are identical, this unit requires greater underpinning knowledge. The units can be delivered together, with the distinction becoming evident through the assessment strategy.

For the Level 3 programme, it is possible for learners to work primarily from pre-prepared programmes and plans for the majority of their teaching practice. At Level 4, learners are required to review and analyse their choices and actions.

Teaching practice gives learners opportunities to select learning and teaching approaches from a range of contexts, reflecting different curriculum or student needs. As a result, there are opportunities for individuals to provide individual case studies, as well as mini-presentations, in order to adopt a strongly student-centred approach to the delivery of this unit.

The groundwork for this unit will already have been covered by Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3) or by Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). It is important to review and build on what has been covered in previous units to avoid duplication and over-teaching.

Through designing, delivering and evaluating the micro-teaching session, learners are able to review the skills, knowledge and understanding that underpin learning and teaching as well as draw from their own experiences in lifelong learning through their teaching practice. This unit provides the opportunity to compare the approach suggested for planning the micro-teach (Kolb’s learning cycle) with alternative approaches such as Bloom’s Taxonomy or Gardner’s Multiple Intelligences. This can be linked in with the initial or diagnostic testing normally used by centres. Learners can be actively involved in the testing and in interpreting the results in terms of the implications for planning a scheme of work as well as session planning.

It is essential that learners appreciate the significance of their own learning both through teaching in the classroom and learning in the workplace in order to bring evidence from their own experience and contribute to the delivery of this unit.

Instead of predominantly tutor-led sessions, where individuals are considered to be preparing to teach, the delivery of this unit should focus more on learner-centred approaches. These should be based on individual researching. Throughout delivery of the units in this qualification, learners will be developing skills, knowledge and understanding. As part of this process, when analysing approaches to teaching and learning, they should be provided with opportunities to draw on their own experiences, and those of their peers, as well as those of the more experienced practitioner. As learner responsibility is at the core of all the units, tutors should use opportunities for teaching by example to reinforce this.



In promoting best practice, tutor delivery in this unit should focus on structuring schemes of work and session plans that avoid the narrative or scripted approach. By focusing on learning rather than teaching, learners have the opportunity to review different approaches. The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of planning learning and teaching approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, students and context. For this reason, wherever possible, the delivery of the unit should be related to learners’ own teaching situations, students and experiences. In order to provide the required underpinning knowledge, learners should be actively challenged to question the validity of their approaches in order to stimulate the additional research required at Level 4.

Tutor input in delivery should help inform individual practice and group learning by complementing individual case studies, or mini-presentations, and delivering underpinning principles to support rather than lead learner input.

It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content both formally and informally. Learners should use assessment tools to help them evaluate their own performance as a teacher, identifying opportunities for improvement.

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 presentations, whole group activities and discussion, small group activities, individual learner presentations and activities and teaching practice.

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

Centres who already have a learning programme for the CTLLS qualification will find changes are minimal.


At the beginning of the unit, time should be given to discussing learning and assessment activities, including the distinction between the Level 3 and Level 4 requirements, links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace.

Learning outcome 1 Rather than the tutor presentation suggested for the Level 3 unit, at Level 4 it should be possible to draw on learner experiences for the purposes of initial and diagnostic assessment. Review initial and diagnostic assessment approaches such as LNA/TNA (learning or training needs analysis), key skills or minimum core and specialised testing. This could be the basis of whole-group discussion on the role and methods used for initial and diagnostic assessment in different contexts.

Learners carry out an individual initial assessment activity based on what centres currently use as a learning styles questionnaire (for example Honey and Mumford, the VAK test or the Multiple Intelligences questionnaire) to compare the results from at least two different tests.

Following completion of the individual activity, whole group discussion with tutor input could be used to highlight the value of initial and diagnostic assessment to session planning and identifying student needs.



Learning outcome 2

Each member of the group selects and prepares a presentation on one teaching method used with their students. Negotiation in previous session will avoid duplication. Each individual explains underlying principles, eg Kolb (activity, reflection, research, planning) and/or Bloom (knowledge, attitude, skill), and how these have informed their choice of method. Each then provides at least one example or case study to demonstrate how the selected method has been adapted to meet a specific, individual learning need.

Whole group review of presentations alongside approaches to planning for micro-teaching session with tutor-led versus learner-led, individual and collaborative learning, skills or knowledge. This should be followed by discussion to transfer learning to the value for use in session planning.

These two activities should then be summarised by the tutor, with the addition of any important aspects not covered by the group.


Tutors can demonstrate the qualities of a scheme of work through teaching by example, using the CTLLS programme as a case study for a scheme of work. Learners can be provided with the awarding organisation’s requirements. The tutor presentation can be used to explain how the requirements are converted into a realistic programme that meets the requirements for content and timing. It should also include mention of alternative more flexible approaches that aid accessibility such as distance or blended learning models.

Similarly, session plans can be based on an example from the CTLLS programme session plans as a case study. The basic structure is usually adopted with:

aims and objectives

timings

subject or technical knowledge and skills content

variety of learning and teaching activities

resources

assessment opportunities (and minimum core)

session evaluation.

Along with aims and objectives, most session plans include a section to identify any special requirements of the group or individuals where the plan may need to be adapted to highlight examples of good practice.

A small group activity using the minimum core documents. Learners divide into four groups; each group prepares an activity (lasting no more than 10 minutes) that could be included in a session plan for one of the minimum core areas (one for language, one for literacy, one for numeracy and one for ICT). Tutors can provide an appropriate level of challenge by selecting a core area that the group has not already covered, eg numeracy, but care should be taken to ensure all areas are covered.

Groups should then be paired and the activity should be actively tested on the partners. Outcomes are fed back through small groups to the whole group.



The above activity should be followed by tutor-led discussion to explore opportunities for incorporating minimum core into the planning of learning and teaching (following on from discussions on session planning).

Using appropriate minimum core documents (key skills/functional skills), individuals prepare an activity to include in one prepared session plan.

Learning outcomes 1, 2 and 3:

In observed teaching practice, learners show use of the outcomes of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals with students. Learners should provide examples of their work. These could be:

a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets the needs of all students and relevant curriculum requirements

a minimum of three session plans, including elements of the minimum core, which are observed as part of the CTLLS programme requirements.

Note: For the purposes of good practice, it is desirable for learners to produce session plans to cover all of the 30 hours of teaching practice where possible, although three are sufficient.

Learning outcome 4

In a reflective journal, learners evaluate their own practice in planning inclusive learning and teaching. In pairs they review their practice and analyse ways to improve it.

Assessment


At Level 4, learners need opportunities to demonstrate evidence at the appropriate level. Extended writing showing a range of research and use of Harvard Referencing should be used to support evidence from practical teaching activities. It is possible to use the learning logs approach for assessment and with the addition of a single piece of extended writing develop and demonstrate the level of understanding required for both the Level 3 and the Level 4 versions of this unit. As with all other units in the CTLLS qualification at both Level 3 and Level 4, the practical elements are identical and therefore the assessment of these is common to both. The distinction between the levels is made in the extended writing.

It is important at Level 4 to ensure learners have enough opportunities to demonstrate their ability to expand ideas and develop their understanding through undertaking sufficient background research. In this unit, this relates in particular to the underpinning knowledge required to make initial and diagnostic assessment meaningful as well as the principles of inclusive learning, learning styles and the relationship with the choice of teaching methods. This should link appropriately to the practical teaching activities.




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


As part of observed teaching practice, learners show use of the outcomes of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals with students.

Assessment evidence

Record of observation and assessment records.

Assessment criterion 2.1

Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets all student and curriculum requirements.

Assessment evidence

Teaching portfolio and scheme of work.


Learners produce a minimum of three session plans, each of which lasts a minimum of 1 hour and includes elements of the minimum core. These are observed as part of the CTLLS requirements, and also identify opportunities for learners to provide feedback. (If sessions are normally shorter than 1 hour, combine or arrange for an observed session specifically to allow for this.)

Assessment evidence

Teaching portfolio and session plans.


Learners use feedback from students, as well as from teaching practice observations and self-evaluation, to evaluate each observed session. During observation feedback, learners explain how minimum core elements were covered in planning at least one of the sessions.

Assessment evidence

Session evaluation, student feedback, personal learning log and record of professional discussion.


Based on appropriate examples of initial and diagnostic assessment, learners use research to analyse the role of initial and diagnostic assessment in selecting teaching methods when planning sessions.

Learners explain how choices of teaching methods meet the needs of all students and help in negotiating individual learning goals.



Learners provide three case studies to show how session plans can be adapted to meet the individual needs of one competent student and one student lacking confidence, plus one requiring special consideration, eg dyslexic or with English as a second language.

Assessment evidence

Written assignment.


Using feedback from their students, as well as from their teaching practice observations and self-evaluation, learners reflect on the effectiveness of their own practice, identifying ways in which their own practice in planning meets the needs of their students. They also analyse ways in which they can improve their practice.

Assessment evidence

Written assignment and action plan.


Textbooks

Beere J — The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609

Gravells A and Simpson S — Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984

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

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

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

Websites













Unit 13: Principles of Assessment in Lifelong Learning

Unit reference number: Y/503/1239

QCF level: 3


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: Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).


There is no requirement for practice for this unit.

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to d

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they

can

mee

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l th

e le

arnin

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utc

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es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

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Ass

ess

men

t cr

iteri

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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,

dia

gnost

ic,

form

ativ

e, s

um

mat

ive,

short

- or

long-t

erm

goal

s, n

orm

or

criter

ion r

efer

ence

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,

witnes

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 a

nd r

elia

bili

ty a

t diffe

rent

leve

ls,

eg

bet

wee

n s

tuden

ts,

acro

ss o

rgan

isat

ion,

loca

lly,

nat

ional

ly,

appro

priat

e to

stu

den

t or

to s

ubje

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

le

arnin

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-an

d s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

□

Role

, eg

indiv

idual

res

ponsi

bili

ty,

ow

ner

ship

, as

sess

men

t fo

r an

d w

ith s

tuden

t not

of

studen

t, s

har

ing lea

rnin

g a

nd

asse

ssm

ent

outc

om

es,

reflec

tion,

reco

gnis

ing o

wn s

tren

gth

s an

d n

eeds,

set

ting a

nd o

wnin

g g

oal

s.

13

4

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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

gro

up r

ecord

s of

achie

vem

ent,

cours

e re

view

, org

anis

atio

n

audit,

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

in

dic

ators

, ve

rifica

tion a

nd q

ual

ity

assu

rance

, org

anis

atio

n

report

ing.

□

Ext

ernal

, eg

aw

ardin

g o

rgan

isat

ion,

insp

ection o

r le

ague

table

s, p

rofe

ssio

nal

bodie

s, f

undin

g.




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 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 required in the learning environment. They will need these skills and knowledge if they are to succeed in an environment that 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 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 practical Unit 20: 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 includes tutor-led discussions and presentations and small-group and individual activities.


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.



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, 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


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


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


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.


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

Assessment evidence



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

Assessment evidence

Personal learning log, organisation policies and procedures.




Textbooks

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

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)





Times Educational Supplement –FE Focus

Websites






http://www.geoffpetty.com/�








Unit 14: Principles of Assessment in Lifelong Learning

Unit reference number: R/503/1241

QCF level: 4


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 meets 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: Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).


There is no requirement for practice for this unit.

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Spec

ific

atio

n –

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ass

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men

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iteri

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lifi

cati

on

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ass

this

unit,

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lear

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to d

emonst

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that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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

or

skill

s, e

lect

ronic

(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

re

cord

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 s

ubje

ct.

14

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Ass

ess

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lifi

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2.1

Eva

luat

e how

to invo

lve

the

lear

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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

(i

ndiv

idual

lea

rnin

g p

lan),

1:1

tuto

rial

, gro

up a

ctiv

ity,

use

of

appro

priat

e tim

ing a

nd 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,

in

div

idual

res

ponsi

bili

ty a

nd o

wner

ship

, per

sonal

goal

se

ttin

g,

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

asse

ssor,

sec

ure

conte

xt,

min

imis

ing t

hre

at,

pro

moting

studen

t co

nfiden

ce.

□

Ass

essm

ent

activi

ties

, eg

col

labora

tive

ass

ignm

ents

or

pro

ject

s, 1

:1 f

orm

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 eg

stu

den

t’s

ow

n p

rogre

ss,

tuto

r’s

indiv

idual

and g

roup r

ecord

s of

achie

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

to p

aren

ts o

r em

plo

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 a

nd fundin

g,

tuto

r or

team

in

form

atio

n,

studen

t nee

ds,

support

nee

ds.




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, Unit 21: 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 19: Understanding the Principles and Practice of Assessment (Level 3) may 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 includes tutor led discussions and presentations, whole-group discussion and activities and individual activities. The relationship between the units in the CTLLS 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.

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 in 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.

If this unit is used as the basis for the micro-teaching activity, in conjunction with the practical Unit 21: 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 21: 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 carried out 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.



Assessment evidence

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


Textbooks

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


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




Times Educational Supplement –FE Focus

Websites














Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning


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 qualification: Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), Unit 19: Understanding the Principles and Practices of Assessment (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).


There is no requirement to undertake practice for this unit.

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aspec

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and c

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of

pra

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and

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and

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afet

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lain

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esponsi

bili

ties

for

pro

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ity

and v

aluin

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□

Res

ponsi

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for

equal

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support

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□

Val

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languag

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Exp

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n r

ole

and

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ong

lear

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Role

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each

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trai

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, co

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inst

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ass

esso

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□

Res

ponsi

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, eg

enfo

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of

org

anis

atio

n p

olic

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and

pro

cedure

s, p

repar

atio

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nd m

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lear

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and r

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Under

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1.4

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n r

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and

resp

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bili

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in iden

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nd

mee

ting t

he

nee

ds

of

lear

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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.

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Ass

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2.1

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the

boundar

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bet

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the

teac

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and o

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pro

fess

ional

role

s

□

Per

sonal

, eg

ski

lls,

exper

ience

, tim

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esourc

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job

des

crip

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□

Rel

atio

ns

bet

wee

n t

each

ing r

ole

and o

ther

pro

fess

ional

s, e

g

team

role

s, lin

e m

anag

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t, s

upport

pro

fess

ional

s, q

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ity

assu

rance

.

2.2

D

escr

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poin

ts o

f re

ferr

al t

o

mee

t th

e nee

ds

of

lear

ner

s □

O

rgan

isat

ion s

yste

ms

and p

roce

dure

s, e

g a

dm

inis

trat

ion,

lear

nin

g s

upport

, 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

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

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

studen

ts.

□

Pro

fess

ional

, eg

lia

isin

g,

neg

otiat

ion w

ith p

rofe

ssio

nal

s,

neg

otiat

ing o

n 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

appro

priat

e ve

nue,

hea

lth a

nd s

afet

y, p

lanned

lea

rnin

g

whic

h is

stru

cture

d,

varied

, m

otiv

atin

g,

soci

al e

nvi

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dem

onst

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s in

clusi

on,

chal

lengin

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oci

al b

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, en

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g p

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support

, re

gula

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ainte

nan

ce c

hec

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3

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stan

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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

tole

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

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d g

roup c

ontr

acts

, pee

r w

ork

ing,

incl

usi

on,

dis

cuss

ion o

f is

sues

, gro

up

ow

ner

ship

.




Delivery

Delivery could include tutor presentations and individual 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 and problem-solving 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 CTLLS 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 first four units of the CTLLS qualification (which are also the four units that make up the 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. This would then require a summative evaluation and list of development needs.


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.




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 17: Understanding Inclusive Learning and Teaching 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).


Below are some suggested assessment activities that cover the assessment criteria. They are 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, 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).



Assessment evidence

Personal learning log, written record and research materials.


Textbooks

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



http://www.crll.org.uk/�


http://www.ifl.ac.uk/�

http://www.liflelonglearning.co.uk/�

http://www.lifelonglearningnetworks.org.uk/�




http://www.uall.ac.uk/�



Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning


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, including: Unit 10: Manage Learning and Development in Groups (Level 4), Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Unit 19: Understanding the Principles and Practices of Assessment (Level 3) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



15

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Spec

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n –

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August

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men

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lifi

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unit,

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to d

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that

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unit.

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men

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lifi

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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 eg

codes

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

or

auditory

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, q

ual

ific

atio

n

requirem

ents

, pro

fess

ional

sta

ndar

ds,

man

agin

g lea

rnin

g a

nd

studen

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.

BA029605 –

Spec

ific

atio

n –

Edex

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vel 3 a

nd 4

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tifica

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in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

53

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

pro

fess

ional

s eg

tea

m r

ole

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 □

O

rgan

isat

ion 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 □

Pe

rsonal

, 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

.

15

4

BA029605 –

Spec

ific

atio

n –

Edex

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vel 3 a

nd 4

Cer

tifica

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in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

for

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 e

g 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

’.




Delivery

It is recommended that a variety of delivery methods are used in this unit, tutor presentations and individual 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 overleaf 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 and directed research and the internet should be used to develop underpinning theory and reinforce understanding appropriate to Level 4.

This knowledge unit should be delivered in conjunction with Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts it is recommended that the learning time be divided equally between formal delivery and directed assessment activities. Some centres may wish to approach the first four units of the CTLLS qualification (which are also the four units that make up the 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 includes tutor-led discussions and presentations, group activities and presentations, individual learner presentations and other individual activities.



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 student needs.

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.

It is important for learners to understand how evidence from the following units can help inform roles, responsibilities and relationships: Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive



Learning and Teaching in Lifelong Learning (Level 4), and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, links should be made to the relevant Learning and Development units: Unit 10: Manage Learning and Development in Groups (Level 4) and Unit 19: Understanding the Principles and Practices of Assessment (Level 3).

Some centres may wish to assess all of the first four units (PTLLS) 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.


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. These are 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.


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 and 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.

Assessment evidence

Mini-presentations, brief written report and research materials.


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.



Assessment evidence

Personal learning log and brief written review.

Assessment criteria 3.1 and 3.2 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.

Assessment evidence

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


Textbooks

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


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



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



Websites




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








http://www.lifelonglearningnetworks.org.uk/�






Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning


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 units: Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).



16

0

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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,

sk

ills,

under

stan

din

g.

□

Str

ateg

ies,

eg v

arie

d,

lear

ner

-cen

tred

, in

div

idual

or

gro

up

work

, 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 t

echnolo

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

co

nce

ptu

alis

atio

n).

□

Lear

nin

g s

tyle

s, e

g H

oney

and M

um

ford

(ac

tivi

st,

reflec

tor,

th

eorist

, pra

gm

atis

t);

effe

ctiv

enes

s eg

SW

OT a

nal

ysis

(s

tren

gth

s, w

eakn

esse

s, o

pport

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,

le

arnin

g s

tyle

s, s

upport

nee

ds.

□

Str

ateg

ies,

eg I

LP (

indiv

idual

lea

rnin

g p

lans)

, va

ried

and

flex

ible

appro

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.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

61

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 r

equirem

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,

pla

nner

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 o

rgan

isat

ion r

equirem

ents

, org

anis

atio

n

requirem

ents

, re

cord

ing p

rogre

ss,

report

ing,

opport

unitie

s to

pro

vide

studen

t w

ith f

eedbac

k, p

roduct

or

pro

cess

, ongoin

g.

□

Appro

priat

enes

s, e

g t

o s

kills

, kn

ow

ledge

and

under

stan

din

g,

tim

ely,

suitab

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.

16

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 a

nd s

har

ed o

utc

om

es,

indiv

idual

and g

roup

activi

ties

.

□

Motiva

ting,

eg r

ange

of

teac

hin

g a

nd lea

rnin

g s

tyle

s,

studen

t in

volv

emen

t an

d o

wner

ship

of

targ

ets,

rec

ognis

ing

achie

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

nee

ds

anal

ysis

), n

egotiat

ion,

explo

ring d

iver

sity

, id

entify

ing

indiv

idual

and g

roup n

eeds,

val

uin

g c

ontr

ibutions

of

oth

ers,

under

stan

din

g t

he

nee

d f

or

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

or

asse

ssm

ent,

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,

regula

r, inte

rcep

tion,

task

-focu

sed,

reflec

ting indiv

idual

nee

d,

reco

gnis

ing a

chie

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-m

issi

on,

enco

ura

gin

g s

elf-

and p

eer

asse

ssm

ent.




Delivery Tutor presentations and individual 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. The unit also gives 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 and 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. The focus should be on learner-centred approaches wherever possible.

This knowledge-based unit should be delivered alongside the practical Unit 20: 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, Unit 8: Facilitate Learning and Development for Individuals (Level 3) and/or Unit 7: Facilitate Learning and Development in Groups (Level 3), may 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 the first four units 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 Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).

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 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 Unit 13: 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 and 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 units can help inform this unit: Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 15: Roles, Responsibilities and Relationships 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 the first four units (PTTLS) 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. This would then require a summative evaluation and list of development needs.

Centres using the following Learning and Development alternative units are not required to complete the assessment of this unit: Unit 8: Facilitate Learning and Development for Individuals(Level 3) and Unit 7: Facilitate Learning and Development in Groups (Level 3).


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.

Assessment evidence:

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.



Assessment evidence

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



Textbooks









Websites














Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning


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 they 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 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: 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



16

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Ass

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lifi

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Anal

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lear

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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,

sk

ills,

under

stan

din

g.

□

Str

ateg

ies,

eg v

arie

d,

lear

ner

-cen

tred

, in

div

idual

or

gro

up

work

, flex

ible

, re

leva

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□

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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 t

echnolo

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

mee

ting 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

co

nce

ptu

alis

atio

n).

□

Lear

nin

g s

tyle

s, e

g H

oney

and M

um

ford

(ac

tivi

st,

reflec

tor,

th

eorist

, 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

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1

Under

stan

d

lear

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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,

le

arnin

g s

tyle

s, s

upport

nee

ds.

□

Str

ateg

ies,

eg I

LP (

indiv

idual

lea

rnin

g p

lans)

, va

ried

and

flex

ible

appro

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

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Learn

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Ass

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lifi

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2.1

Anal

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incl

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ppro

aches

to

lear

nin

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each

ing

□

Spec

ialis

t ar

ea r

equirem

ents

, eg

uniq

ue

aspec

ts,

qual

ific

atio

n r

equirem

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,

pla

nner

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

.

□

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eg a

ppro

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e to

stu

den

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ds,

lan

guag

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tyle

, qual

ity,

quan

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, 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 o

rgan

isat

ion r

equirem

ents

, org

anis

atio

n

requirem

ents

, re

cord

ing p

rogre

ss,

report

ing,

opport

unitie

s to

pro

vide

studen

t w

ith f

eedbac

k, p

roduct

or

pro

cess

, ongoin

g.

□

Appro

priat

enes

s, e

g t

o s

kills

, kn

ow

ledge

and

under

stan

din

g,

tim

ely,

suitab

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.

17

0

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to e

ngag

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d

motiva

te lea

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s in

an incl

usi

ve

lear

nin

g e

nvi

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Engag

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eg s

tim

ula

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varied

appro

aches

, ac

tive

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leva

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cle

ar a

nd s

har

ed o

utc

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es,

indiv

idual

and g

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activi

ties

.

□

Motiva

ting,

eg r

ange

of

teac

hin

g a

nd lea

rnin

g s

tyle

s,

studen

t in

volv

emen

t an

d o

wner

ship

of

targ

ets,

rec

ognis

ing

achie

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

nee

ds

anal

ysis

), n

egotiat

ion,

explo

ring d

iver

sity

, id

entify

ing

indiv

idual

and g

roup n

eeds,

val

uin

g c

ontr

ibutions

of

oth

ers,

under

stan

din

g t

he

nee

d f

or

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

or

asse

ssm

ent,

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 □

Pr

ovi

din

g f

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g f

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al a

nd info

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opport

unitie

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regula

r, inte

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task

foc

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reflec

ting indiv

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reco

gnis

ing a

chie

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□

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nsw

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rial

, w

ritt

en,

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gro

up,

indiv

idual

; te

chniq

ues

eg P

CP (

pra

ise,

critici

sm,

pra

ise)

, m

edal

-and-m

issi

on,

enco

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g s

elf-

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Delivery

It is recommended that centres use a range of teaching and learning methods for this unit for example individual activities and 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 Unit 21: 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.

The links between the first four units in the qualification should be highlighted to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit. It is essential for learners to make the links between this knowledge unit and the practical unit, Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).



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 10: Manage Learning in Groups (Level 4), may 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 (eg 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 Unit 14: Principles of Assessment in Lifelong Learning (Level 4).



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 units can help inform this unit: Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), and Unit 21: 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 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).

Some centres may wish to approach all four units of PTLLS 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 Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4).




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.

Assessment evidence Personal learning record (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.

Assessment evidence

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


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.

Assessment evidence

Extended writing with referencing.




Textbooks









Websites














Unit 19: Understanding the Principles and Practices of Assessment


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.


BA029605 –

Spec

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Learn

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To p

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Learn

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Ass

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men

t cr

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a

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lifi

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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

st

andar

ds

and p

erfo

rman

ce/a

sses

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iter

ia,

monitoring

dev

elopm

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evi

den

ce f

or

per

form

ance

rev

iew

/tar

get

s/

ben

chm

arki

ng,

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–

lear

ner

, tr

ainer

, as

sess

or,

org

anis

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n,

emplo

yer?

; as

sess

men

t as

par

t of

the

lear

nin

g o

r tr

ainin

g c

ycle

, eg

to r

ecognis

e prior

lear

nin

g,

to iden

tify

spec

ific

as

sess

men

t re

quirem

ents

; as

sess

men

t of

spec

ific

lea

rnin

g

dom

ains,

eg B

andle

r an

d G

rinder

’s p

sych

om

oto

r/

cognitiv

e/af

fect

ive–

skill

s, k

now

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

17

8

BA029605 –

Spec

ific

atio

n –

Edex

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vel 3 a

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Cer

tifica

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in T

each

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he

Life

long L

earn

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August

2012 ©

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Learn

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ou

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Ass

ess

men

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Un

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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

Counci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lear

nin

g;

oth

er

regula

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eg h

ealth a

nd s

afet

y, e

qual

ity

and

div

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isab

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act

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tect

ion,

safe

guar

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during a

sses

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rack

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sses

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isio

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com

munic

atin

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ecis

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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

asse

ssm

ent

of

skill

s or

know

ledge-

bas

ed a

sses

smen

t of

under

stan

din

g,

indiv

idual

or

gro

up a

sses

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it f

or

purp

ose

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stu

den

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conte

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mea

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s of

achie

vem

ent

eg

per

form

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crite

ria,

ass

essm

ent

criter

ia,

leve

ls s

tandar

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pra

ctic

al lim

itat

ions,

eg n

um

ber

s in

volv

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range,

opport

unity,

re

liabili

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,

emplo

yer,

busi

nes

s nee

ds;

tim

ing o

f as

sess

men

t, e

g initia

l/pre

-co

urs

e, f

orm

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 e

g 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

le

arnin

g,

linki

ng d

iffe

rent

aspec

ts o

f le

arnin

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hro

ugh

asse

ssm

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tra

nsf

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f sk

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work

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rational

isin

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f as

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mee

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linke

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Ass

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3.3

Exp

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how

to

pla

n a

holis

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appro

ach t

o a

sses

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t □

Ran

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of

asse

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requirem

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and o

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pre

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work

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unitie

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use

lin

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par

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and u

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o s

kills

req

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, nat

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occ

urr

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viden

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appro

priat

e as

sess

men

t opport

unitie

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evid

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appro

priat

e to

num

ber

of

lear

nin

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outc

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es/a

sses

smen

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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 r

isks

, eg

occ

upat

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

studen

t; s

elec

ting a

ppro

priat

e ra

nge

of

asse

ssm

ent

met

hods

appro

priat

e to

conte

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,

equal

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

rec

ord

ing,

trac

king,

loggin

g o

f as

sess

men

t dec

isio

ns.

18

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BA029605 –

Spec

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Edex

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Cer

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each

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Learn

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Ass

ess

men

t cr

iteri

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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 e

g t

arget

s, g

oal

s, o

bje

ctiv

es f

or

asse

ssm

ent,

sel

f-as

sess

men

t, ‘bite-

size

chunks

’, m

eanin

gfu

l, r

elev

ant,

m

otiva

tion,

engag

emen

t, invo

lvem

ent,

indiv

idual

res

ponsi

bili

ty;

invo

lvem

ent

with o

ther

s eg

org

anis

atio

n,

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- a

nd 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 (

Sel

f-Ass

essm

ent

Rev

iew

), 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

spec

ific

lea

rnin

g/a

sses

smen

t nee

ds,

ran

ge

of

asse

ssm

ent

met

hods,

ac

tivi

ties

to m

eet

diffe

rent

studen

t/co

nte

xt/n

eeds,

alter

nat

ive

asse

ssm

ent

activi

ties

wher

e ap

pro

priat

e, r

epea

ting a

sses

smen

t to

pro

vide

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

dig

ital

rec

ord

ing,

audio

/vis

ual

, sc

ribe.







BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

81

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 o

bje

ctiv

es

iden

tified

in a

sses

smen

t pla

n,

evid

ence

is

coher

ent,

acc

essi

ble

, 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 r

equired

as

sess

men

t 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 s

tandar

ds.

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

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 e

g w

ithout

bia

s an

d r

elat

e to

the

iden

tified

crite

ria,

com

ply

ing w

ith o

rgan

isat

ion

and/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 d

evel

opm

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 w

ith

Sec

tor

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,

stan

dar

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

pro

duct

; in

tern

al/e

xter

nal

qual

ity

assu

rance

rev

iew

s, e

valu

atio

n

pro

cedure

s

18

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 d

ocu

men

ts

for

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 p

ract

ice,

re

cord

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

ecor

ds,

phys

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

stora

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 s

tuden

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 e

g O

fqual

, aw

ardin

g o

rgan

isat

ion,

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,

w

ork

shad

ow

ing,

pee

r obse

rvat

ion,

in-s

ervi

ce t

rain

ing,

casc

adin

g

trai

nin

g,

continuin

g p

rofe

ssio

nal

dev

elopm

ent.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

83

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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 o

rgan

isat

ion

onlin

e pro

visi

on,

studen

ts m

anag

ing o

wn e

lect

ronic

rec

ord

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

indiv

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 n

egotiat

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.



Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning


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 Unit 18: 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 7: Facilitate Learning and Development in Groups and/or, Unit 8: Facilitate Learning and Development for Individuals which can be used in place of this unit as part of a Level 3 qualification.


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.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

85

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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, r

ange

of

met

hods,

var

ied lea

rnin

g a

nd

teac

hin

g a

ctiv

itie

s, r

esourc

es,

opport

unitie

s fo

r fu

nct

ional

sk

ills,

ass

essm

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

tech

nolo

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,

se

ssio

n a

ims,

subje

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.

18

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

and m

otiva

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

to lev

el o

f nee

ds,

stim

ula

ting,

appro

priat

e to

ski

lls,

adap

ted

to p

urp

ose

, qual

ity,

quan

tity

, IC

T,

incl

usi

ve,

re-u

seab

le

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

mat

ter

(tec

hnic

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

studen

t co

mm

unic

atio

n.

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

le

arner

s □

Fe

edbac

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)

, va

ried

, sp

ecific

, 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,

stre

ngth

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,

sp

ecific

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

pro

fess

ional

dev

elopm

ent)

.




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 D, along with a sample micro-teaching activity.

For learners who have opportunities to teach, 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 the first four units (PTLLS) as a single, holistic, integrated activity based on the micro-teaching or teaching practice.



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.



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.

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. These are 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 provided in Annexe E and used for Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3). An alternative approach would be to combine the first four units of CTLLS 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: Documents for Teaching Practice). They are required to plan a teaching session, justify choice of approaches and plan assessment methods that meet student needs

Assessment evidence

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.



Assessment evidence

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






Journals and/or magazines Times Educational Supplement –FE Focus

Websites














Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning

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 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.

19

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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,

le

vel, s

ubje

ct r

equirem

ents

; le

arnin

g c

ycle

, eg

tim

ings,

ra

nge

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 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

1.2

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

co

nce

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.

2

Be

able

to d

eliv

er

incl

usi

ve lea

rnin

g

and t

each

ing

sess

ions

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,

stim

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

lea

rnin

g,

ble

nded

lea

rnin

g,

use

of

ICT,

pee

r w

ork

ing,

smal

l- o

r la

rge

gro

up a

ctiv

itie

s, indep

enden

t direc

ted r

esea

rch.

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 1

93

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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 st

uden

ts a

nd s

essi

on a

ims,

su

bje

ct c

onte

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,

suitab

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-

way

pro

cess

, aw

aren

ess

of

bar

rier

s, jar

gon.

2.5

Pr

ovi

de

const

ruct

ive

feed

bac

k to

le

arner

s □

Fe

edbac

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.

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 (

indiv

idual

le

arnin

g p

lan),

per

sonal

act

ion p

lan,

CPD

(co

ntinuin

g

pro

fess

ional

dev

elopm

ent)

, SAR (

Sel

f Ass

essm

ent

Rev

iew

).




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 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.

A lesson plan pro forma is available in Annexe D:Documents for Teaching 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 the Annexe section 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 Unit 18: 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.



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, whole-group activities, individual activities and teaching practice.



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 Annexe C: Teaching Practice Assignment.)

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 Annexe D: Documents for Teaching Practice). 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.



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, eg teaching or micro-teach observation pro forma

peer assessment–feedback on performance, skills of feedback and communication from either teaching practice or micro-teaching, eg 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: Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 18: 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.


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 and 1.2 Learners undertake a micro-teach assignment and use their personal learning log (see Annexes section of this specification document). They should ensure they can justify the selection of approaches and include planning for any relevant assessment methods.

Assessment evidence Session plan, assessor observation and feedback and peer feedback.




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.

Assessment evidence

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

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







Websites














Unit 22: Using Resources for Lifelong Learning


QCF level: 3


Credit value: 3


Unit aim

The aim of this unit is to enable learners to use resources in the delivery of inclusive learning and teaching and to be able to evaluate that use. It covers expectations regarding the minimum core in relation to using resources for inclusive learning and teaching.

The unit gives learners the opportunity to make practical use of resources to deliver sessions planned as part of the scheme of work in Unit 11: Planning to Meet the Needs of Learners (Level 3) or Unit 12: Planning to Meet the Needs of Learners (Level 4). It develops work already undertaken in selecting resources that meet student needs in the micro-teaching session. This unit also focuses on using resources as part of inclusive learning and teaching approaches in order to promote equality and diversity. Learners will identify ways to adapt resources so that they engage and maintain the interest of all students as well as provide subject-related opportunities to generate naturally occurring evidence for aspects of the minimum core in language, literacy, numeracy and ICT.

The unit gives learners the opportunity to reflect on their own practice in selecting, using and adapting resources for their subject area in order to improve their own practice and to meet the needs of students.

This unit should be viewed in relation to Unit 2: Assessing Learners in Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3) so that all aspects of learning and teaching are considered holistically. This unit also provides opportunities to review learning from Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) or Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).


This unit requires learners to undertake practice–with individuals, groups or a combination of both. Simulation is not permitted. Learners will need to be observed and assessed in a teaching and learning environment. Observations of the required practice can be formative and summative.

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nee

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lear

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supple

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with v

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how

min

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el

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an b

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d

when

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diffe

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or

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note

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□

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t, w

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o

mee

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Delivery

Many of the learning outcomes for this unit can be demonstrated through teaching practice. Delivery, therefore, should focus on a practical approach that learners can develop through their own practice. The basics of this unit will have been addressed in Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3). There are also practical links between this unit and Unit 11: Planning to Meet the Needs of Learners (Level 3), Unit 2: Assessing Learners in Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3). Making these practical links aids an integrated approach.

It is recommended that centres use an appropriate range of teaching and learning methods in order to achieve all the learning outcomes in the unit. For the CTLLS qualification units, the range of teaching and learning methods should build on approaches taken in Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), as this will help to avoid duplication. It has been suggested in earlier units that tutors use Kolb’s experiential learning cycle (based on ‘Activity’, ‘Review’, ‘Theory’ and ‘Apply’) to select resources and justify choices for a micro-teaching session. This unit provides an opportunity to extend the work of earlier units by including the use of resources to promote equality through providing opportunities for valuing diversity. One way to do this is through visiting specialists able to highlight specific learning needs or difficulties such as dyslexia or visual impairment.

Tutors should give learners opportunities to make judgements based on their own experiences. Learners can then try ‘learning by experience’ strategies with their students. Learners could be given access to resources that vary in quality and asked to choose those resources they think would meet students’ needs for equality and diversity. It is important that learners appreciate the range of resources available to support both learning and teaching. They should also recognise that teaching and learning are not always the same thing. This needs to be developed beyond resources such as handouts, tools or equipment to include opportunities offered by the physical environment and opportunities to relate learning to students’ own experiences.

Learners could also demonstrate their own understanding of the benefits and limitations of resources through selecting examples from their own teaching. Individual learners could then give a mini-presentation to the group to explain the benefits of a good resource and the limitations of a poor resource. This should be followed with an explanation of how they would adapt resources to meet the needs of different students and delivery models. This enables learners to compare their own use of resources with that of others, and try out new approaches when ‘teaching’ their peers. Learners should be encouraged to use or explore approaches that they might not otherwise use with their own students.

Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. It is important not to ‘over-teach’ this unit. Instead, wherever possible, the focus should be on learner-centred approaches.



Delivery of this unit also provides opportunities to integrate minimum core elements into resources for lifelong learning. Learner presentations and discussion provide practical evidence of using language appropriate to different contexts and audiences. Similarly, examples of handouts could be used to provide evidence for literacy skills. Demonstrating numeracy elements in a learning and teaching

context could be achieved through a case study which contains tables or other forms of data. The use of ICT could be incorporated into the delivery of learner presentations by asking learners to use ICT to adapt a paper-based resource. This could take the form of creating a slide show or an intranet page. The use of ICT or websites should also be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.

Reflection and evaluation are very important in this unit. There are three main opportunities for linking this to learning and teaching resources:

self-evaluation as a part of a formal session evaluation. There should be specific focus on the effectiveness of resource use

reflecting on own practice in using resources. This would be part of observation feedback that follows observed teaching practice

personal reflection on use of resources and ways to improve own practice through an Individual Learning Review or other form of reflective journal.

Given the strong similarities in the assessment criteria and content between this unit and the Level 4 unit with the same title, it is possible for the units to be delivered together.

Centres using the Learning and Development alternative unit, Unit 6: Develop and Prepare Resources for Learning and Development (Level 4), might 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 just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor presentations, small-group activities and whole-group activities and individual activities.

Centres may wish to approach delivery by integrating the theory with the practical assessment for each individual unit or as a single, holistic, integrated activity covering the core units. The learning activities suggested below follow the single-activity approach but are designed to combine with CTLLS units to form a continuous programme.

Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout delivery of the units in the CTLLS qualification, through teaching practice and the generation of a teaching practice portfolio. Tutors could undertake a review half-way through the course or between the core and fully optional units.


Time should be given to tutor-led discussion of the assessment activity, along with the links between the units, the use of teaching practice as a part of learners’ own learning processes and overlapping evidence from the workplace.



Learning outcome 1

(These activities address assessment criteria 1.1, 1.3 and 1.4 through practice.)

Tutor presentation summarising the need for specialist resources, accommodation, equipment and aspects of suitability to the learning and teaching of skills, knowledge or understanding. Tutor highlights the need to appreciate the quality of different resources in relation to different students and contexts.

Activity on use of resources in the delivery of inclusive learning and teaching. Review of individual teaching practice using individual task sheets for each of the selected resources (for example handouts, textbooks, slide shows, equipment, intranet) as appropriate. Learners use a rating scale to establish the value of resources in terms of key aspects: adequate, fit for purpose, available when required, accessible to all, engaging and stimulating for all students, appropriate to all students’ skills, matching students’ knowledge level, related to rate at which students learn.

The tutor-led activity could be followed by a matching activity involving the whole group. Cards with an example or description of a resource are provided which then have to be placed under one of three headings: visual, auditory or kinaesthetic learning styles. This activity is then followed by whole-group discussion of choices and fitness for purpose.

A small group activity could be used to address issues of diversity. A single resource for example a generic handout, is given to each of three groups. One group makes the handout suitable for academic students, one group adapts it for students with learning difficulties and one group for students whose first language is not English. The activity should be followed by group feedback and discussion, focusing on aspects such as suitable design, style and language in engaging students.

A tutor presentation or presentation by a visiting speaker could explore promoting student independence and blended learning approaches that use technologies not be generally available to all learners.

An additional presentation could explain ways to adapt material resources to meet different student needs, for example changing background colour for presentations or handouts, changing font type or size, adding or removing images, varying style of presentation slides, offering alternative resources and use of learning support.


(These activities address assessment criteria 1.2, 3.1 and 3.2 through use of the personal learning log.)

Individual research based on teaching practice to identify the benefits and limitations of resources in the delivery of inclusive learning and teaching. Learners prepare and deliver a mini-presentation on a selected example of a good resource (for individual students and subject) and explain the use and benefits to the group. They then contrast this with a selected example of a poor resource and explain how it could be adapted to meet the needs of a specific student. Learners take notes of examples of good and poor resources from the mini-presentations, along with ways to adapt resources for use in their own practice.

Following the presentations, a whole group discussion and tutor summary could highlight aspects that may have been overlooked, for example resource impact, stimulation, cost effectiveness, currency, overuse and the need of a resource to focus on learning rather than teaching as a means of improving individual practice.



Learning outcome 2

A specialist-led activity could be linked to the personal learning log and teaching practice. A key skills or equivalent specialist could lead a discussion on opportunities for literacy, language, numeracy and ICT when selecting and using resources. This will help reinforce links between different aspects of learning. If it is not possible to arrange for a visiting specialist, then independent research and mini-presentations or group discussion based on findings could be used.

Assessment


Through the delivery suggestions for this unit, learners will already have an understanding of resources such as slide shows, task sheets, card-matching and the use of the group as a resource. Learners should also be familiar with gathering examples of resources from their own practice and mini-presentations to use as evidence.

To support this evidence, learners can also include:

learner self-assessment such as an personal learning log or reflective journal, for example reflective elements of the mini-presentations and group activities

peer assessment for example peer feedback from mini-presentations

self-evaluation as part of teaching practice evaluation

tutor/observer record — record of feedback focusing specifically on the use of resources in the delivery of learning and teaching

witness statements where the use of resources has been observed, though not as part of the teaching practice

record of professional discussion focusing on resources and adapting these to different needs.

It is essential that the assessment of this unit is viewed in relation to Unit 2: Assessing Learners in Lifelong Learning (Level 3), Unit 4: Delivering Lifelong Learning (Level 3) and Unit 11: Planning to Meet the Needs of Learners (Level 3). This will help learners consider all aspects of the assessment of learning and teaching as a whole. This unit also provides opportunities to review evidence relating to resources from the micro-teaching session. This links to two primary sources of assessment evidence:

teaching practice portfolio – covering the requirements of a minimum of 30 hours of teaching practice and a minimum of three observed sessions to specifically include samples of resources used in the planning and delivery of the scheme of work

Individual Learning Review, or reflective journal, to record personal observations and learning in relation to resource selection and use for this specific unit: what constitutes a good or poor resource, equality and diversity issues when selecting resources, minimum core opportunities.


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




Learners undertake practical teaching activities. As part of each of the three observed teaching practice sessions selected from their scheme of work, learners use resources to contribute to inclusive learning and teaching to promote equality, diversity and contribute to the learning process. This should include at least one example of addressing an aspect of the minimum core through the use of a resource.

Assessment evidence

Session plans, sample resources, observation record(s).


Learners undertake (observed) practical teaching activities, demonstrating how they adapt the selected resources to meet the needs of at least one specific kind of student and one specific delivery model.

Assessment evidence

Sample resources and observation record(s).


This could form part of the evaluation of teaching session(s) and/or professional discussion records. Using personal learning logs, learners review the benefits and limitations of the resources selected and used in the delivery of their three selected sessions.

Assessment evidence

Written reflection, for example session evaluation.


Individual reflective activity, professional discussion records. Based on their mini-presentation, individual learners explain what makes a good resource for students and how this can be used to provide for equality and diversity when selecting inclusive learning and teaching resources. Their learning record should also explain how the use of resources can include minimum core elements.

Assessment evidence

Session evaluation and personal learning log.

Assessment criteria 3.1, 3.2

Individual reflective activity, professional discussion records. Learners use completed session evaluations to review their own use of resources. They should focus on identifying ways to improve their own practice in using and adapting resources to meet subject needs, student needs and opportunities for the minimum core.

Assessment evidence

Session plans, observation report and personal learning log.




Textbooks








Websites


www.businessballs.com Educational resources on the web


www.geoffpetty.com Geoff Petty online teaching and learning resources




www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources



http://www.businessballs.com/�





http://www.skillsfundingagency.bis.gov.uk/�

http://www.vital.ac.uk/�



Unit 23: Using Resources for Lifelong Learning


QCF level: 4


Credit value: 3


Unit aim

The aim of this unit is to enable learners to use resources in the delivery of inclusive learning and teaching and to be able to evaluate that use. The unit covers expectations regarding the minimum core in relation to using resources for inclusive learning and teaching.

The unit gives learners the opportunity to develop their understanding of the role and importance of resources in planning and delivering inclusive learning. This will provide the underpinning knowledge required for the selection of resources when designing sessions for Unit 12: Planning to Meet the Needs of Learners (Level 4) and considering whether resources meet the needs of learners in Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) in the micro-teaching session.

It is important that learners understand the principles behind developing resources to promote equality and diversity as a part of inclusive learning and teaching approaches. This understanding will help them identify where resources do not meet the needs of all students and the benefits and limitations of the resources.

The unit also addresses the need to use resources to provide subject-related opportunities. This will help to generate naturally-occurring evidence to cover aspects of the minimum core in language, literacy, ICT and numeracy.

In addition to the linked units mentioned above, tutors should view this unit in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4) and Unit 5: Delivering Lifelong Learning (Level 4) so that all aspects of learning and teaching are considered holistically. This unit also provides opportunities to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, the Learning and Development units, Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), or Unit 10: Manage Learning and Development in Groups (Level 4) may be used.




This unit requires learners to undertake practice –with individuals, groups or a combination of both. Simulation is not permitted. Learners will need to be observed and assessed in a teaching and learning environment. Observations of the required practice can be formative and summative.

21

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ass

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lifi

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To p

ass

this

unit,

the

lear

ner

nee

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to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

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criter

ia

det

erm

ine

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stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

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ou

tco

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Ass

ess

men

t cr

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Un

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lifi

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on

1.1

U

se r

esourc

es t

o p

rom

ote

eq

ual

ity,

val

ue

div

ersi

ty a

nd

contr

ibute

to t

he

lear

nin

g p

roce

ss

□

Equal

ity,

eg m

atch

ing s

tuden

t nee

ds

and a

bili

ties

, ap

pro

priat

e to

ski

lls o

r kn

ow

ledge,

acc

essi

ble

, ra

nge

of

languag

e, a

ppro

priat

e use

of

imag

ery.

□

Div

ersi

ty,

eg v

arie

d r

esourc

es,

visu

al s

tim

ula

tion,

variet

y of

auditory

input,

multi-

senso

ry a

ppro

aches

for

the

kinae

sthet

ic s

tuden

t, v

arie

d lev

els

of

languag

e or

liter

acy

leve

ls (

eg w

her

e Englis

h is

not

the

firs

t la

nguag

e),

form

atte

d f

or

studen

ts w

ith lea

rnin

g d

ifficu

ltie

s or

dis

abili

ties

.

□

Contr

ibuting t

o lea

rnin

g,

eg e

ngag

ing a

nd s

tim

ula

ting,

studen

t fr

iendly

, pro

moting s

tuden

t in

dep

enden

ce,

adap

ted

for

ble

nded

and f

lexi

ble

lea

rnin

g a

ppro

aches

.

1.2

Rev

iew

the

ben

efits

and

limitat

ions

of

reso

urc

es in t

he

del

iver

y of

incl

usi

ve lea

rnin

g a

nd

teac

hin

g

□

Ben

efits,

eg im

med

iate

im

pac

t, s

upport

ing a

nd r

einfo

rcin

g

lear

nin

g,

stim

ula

ting a

nd m

emor

able

, va

ryin

g a

ppro

aches

to

suit lea

rnin

g s

tyle

s, h

ands-

on,

adap

ted t

o indiv

idual

le

arnin

g n

eeds.

□

Lim

itat

ions,

eg a

vaila

bili

ty,

cost

eff

ective

nes

s, s

ingle

or

limited

use

, cu

rren

cy,

ove

ruse

, ap

pro

priat

e to

lev

els

of

languag

e/lit

erac

y, a

dap

tabili

ty.

1

Be

able

to u

se

reso

urc

es in t

he

del

iver

y of

incl

usi

ve lea

rnin

g

and t

each

ing

1.3

U

se r

esourc

es t

o e

nab

le incl

usi

ve

lear

nin

g a

nd t

each

ing

□

Incl

usi

ve d

eliv

ery,

eg f

ocu

sing o

n lea

rnin

g r

ather

than

te

achin

g,

vary

ing t

each

ing a

ppro

aches

, en

gag

ing w

ith

diffe

rent

lear

nin

g s

tyle

s, a

dap

table

to m

eet

diffe

rent

studen

t nee

ds,

lea

rnin

g-b

eyond-t

each

ing,

additio

nal

su

pport

if

required

.

BA029605 –

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Ass

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1.4

Adap

t re

sourc

es t

o m

eet

the

nee

ds

of

lear

ner

s an

d d

eliv

ery

model

s

□

Nee

ds

of

lear

ner

s, e

g c

han

gin

g b

ackg

round c

olo

ur

for

pre

senta

tions

or

han

douts

, ch

angin

g f

ont

type

or

size

, use

of

white

spac

e fo

r han

douts

, SM

OG

(Sim

plif

ied M

easu

re o

f G

obble

dyg

ook)

rea

dab

ility

lev

el,

addin

g o

r re

movi

ng

imag

es,

use

of

elec

tronic

form

at,

model

s to

ove

rcom

e la

nguag

e as

pec

t of

lear

nin

g,

appro

priat

e eq

uip

men

t to

allo

w

for

han

ds-

on.

□

Del

iver

y m

odel

s, e

g v

aryi

ng s

tyle

of

pre

senta

tion s

lides

, al

tering p

ace

of

del

iver

y, a

lter

nat

ive

reso

urc

es,

supple

men

ting a

uditory

with v

isual

and h

ands-

on,

mat

eria

ls

or

tools

for

pra

ctic

al a

ctiv

itie

s, s

tuden

t-ce

ntr

ed e

quip

men

t,

additio

nal

support

.

2

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o u

sing

reso

urc

es f

or

lifel

ong lea

rnin

g

2.1

Rev

iew

way

s in

whic

h m

inim

um

co

re e

lem

ents

can

be

dem

onst

rate

d w

hen

usi

ng

reso

urc

es f

or

lifel

ong lea

rnin

g

□

Languag

e, e

g a

war

enes

s of

fact

ors

affec

ting lan

guag

e use

in

cludin

g m

ultili

ngual

ism

and E

SO

L (E

nglis

h f

or

Spea

kers

of

Oth

er L

anguag

es),

diffe

rent

leve

ls o

f la

nguag

e sk

ills,

su

bje

ct s

pec

ific

lan

guag

e, lan

guag

e use

d in p

rese

nta

tions.

□

Lite

racy

, eg

det

erm

inin

g a

bili

ty t

o p

artici

pat

e in

lea

rnin

g,

legib

ility

of

diffe

rent

fonts

, SM

OG

(re

adab

ility

), u

se o

f im

ages

, opport

unitie

s to

pro

mote

liter

acy.

□

Num

erac

y, e

g d

ata

colle

ctio

n, ca

pac

ity

of

num

ber

ski

lls t

o

support

pro

ble

m s

olv

ing,

pro

cess

ing o

f in

form

atio

n u

sing

stat

istics

, an

alys

is o

f st

atis

tica

l dat

a.

□

ICT,

eg t

each

ing t

ools

, co

mpute

r-ai

ded

lea

rnin

g,

skill

s in

under

stan

din

g a

nd u

sing t

echnolo

gy,

lea

rnin

g p

acka

ges

, flex

ible

or

ble

nded

lea

rnin

g a

ppro

aches

.

21

2

BA029605 –

Spec

ific

atio

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Edex

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vel 3 a

nd 4

Cer

tifica

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in T

each

ing in t

he

Life

long L

earn

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r

– I

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August

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Learn

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Ass

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men

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Un

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lifi

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2.2

Apply

min

imum

core

ele

men

ts

when

usi

ng r

esourc

es f

or

lifel

ong

lear

nin

g

□

Languag

e, e

g s

uited

to a

udie

nce

, fo

cus

for

teac

hin

g o

r dis

cuss

ion,

pro

mpt

to q

ues

tionin

g,

pro

moting e

qual

ity,

ra

nge

of

languag

e, e

nco

ura

gin

g s

tuden

ts t

o u

se lan

guag

e sk

ills.

□

Lite

racy

, eg

pro

moting r

ange

of

writt

en lan

guag

e an

d

read

ing s

kills

, re

sear

chin

g u

sing r

ange

of

reso

urc

es f

or

info

rmat

ion,

task

s des

igned

to d

evel

op w

riting s

kills

, note

-ta

king,

inst

ruct

ions

and m

anual

s to

support

pra

ctic

al s

kills

.

□

Num

erac

y, e

g t

able

s fo

r co

llect

ing d

ata,

char

ts,

table

s of

num

eric

al v

alues

, gra

phs

for

inte

rpre

ting r

esults,

dat

a fo

r pro

ble

m s

olv

ing a

ctiv

itie

s, s

pre

adsh

eets

.

□

ICT,

eg w

ord

pro

cess

ing o

r as

signm

ents

, sp

read

shee

ts,

dig

ital

im

ager

y, p

rese

nting a

nd inte

rpre

ting info

rmat

ion,

inte

rnet

or

intr

anet

res

earc

h,

elec

tronic

sto

rage

of

mat

eria

ls,

e-as

sess

men

t.

3

Be

able

to e

valu

ate

ow

n u

se o

f re

sourc

es in t

he

del

iver

y of

incl

usi

ve lea

rnin

g

and t

each

ing

3.1

Rev

iew

ow

n p

ract

ice

in u

sing

reso

urc

es t

o m

eet

the

nee

ds

of

all

lear

ner

s

□

Usi

ng r

esourc

es,

eg a

ppro

priat

e to

subje

ct,

rele

vant

to

mee

t va

riet

y of

studen

t nee

ds,

appro

priat

e use

in t

imin

g

and p

acin

g o

f le

arnin

g,

confiden

ce in u

se,

org

anis

atio

n a

nd

fit

for

purp

ose

, ef

fect

ive

use

in m

anag

emen

t of

lear

nin

g,

appro

priat

e le

vel of

risk

ass

essm

ent.

□

Mee

ting n

eeds

of

studen

ts,

eg f

eedbac

k fr

om

stu

den

ts o

r oth

ers,

ach

ieve

men

t of

lear

nin

g o

bje

ctiv

es,

addre

ssin

g

equal

ity

and d

iver

sity

req

uirem

ents

, fit

for

purp

ose

, en

gag

ing a

nd m

otiva

ting s

tuden

ts,

adap

tabili

ty t

o r

ange

of

nee

ds.

BA029605 –

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n –

Edex

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Cer

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in T

each

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Life

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earn

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– I

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1 –

August

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Learn

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ou

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Ass

ess

men

t cr

iteri

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Un

it a

mp

lifi

cati

on

3.2

Anal

yse

way

s to

im

pro

ve o

wn

pra

ctic

e in

usi

ng r

esourc

es t

o

mee

t th

e nee

ds

of

all le

arner

s

□

Usi

ng r

esourc

es,

eg f

amili

aris

atio

n t

o b

uild

ski

lls a

nd s

elf-

confiden

ce,

work

ing a

longsi

de

exper

ience

d p

ract

itio

ner

, in

crea

sing a

dap

tabili

ty b

y re

sear

chin

g a

lter

nat

ive

appro

aches

, dev

elopin

g n

ew t

echnolo

gie

s, r

esea

rchin

g n

ew

reso

urc

es,

updat

ing s

ubje

ct k

now

ledge,

dev

elopin

g

tech

nic

al e

xper

tise

.

□

Mee

ting n

eeds

of

all st

uden

ts,

eg r

esea

rchin

g r

esourc

e re

quirem

ents

of

spec

ific

stu

den

ts,

updat

ing o

wn p

ract

ice

in

reco

gnis

ing a

nd a

ddre

ssin

g iss

ues

of

equal

ity

and d

iver

sity

, re

sear

chin

g o

ptions

for

modific

atio

n o

f su

pport

mat

eria

ls,

dev

elopin

g n

ew m

odes

of

del

iver

y to

use

tec

hnolo

gie

s to

ex

tend a

nd e

nhan

ce lea

rnin

g a

nd t

each

ing.




Delivery

At Level 4, delivery can focus more on individual research than on tutor input. This engages learners more directly in the learning process and reflects the required expectations of the CTLLS qualification at Level 4. It also involves learners in researching and preparing materials that they can then use in portfolio building. However, given the strong similarities in the assessment criteria and content between this unit and the Level 3 unit with the same title, it is possible for the units to be delivered together.

Many of the learning outcomes for this unit are identical to those in the Level 3 unit with the same title, and can be demonstrated through teaching practice. Delivery should focus on a practical approach that learners can develop through their own practice and build on Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). It is essential that learners appreciate the practical links between this unit and the units dealing with planning, delivering and assessing lifelong learning.

In delivering Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Kolb’s experiential learning cycle was suggested as a framework for planning the micro-teaching session. To evaluate the role of resources in learning, it would be useful to extend this to include visual, auditory and kinaesthetic as a means of classifying resources. Delivery of this unit should extend learners’ understanding of the importance of using resources to promote equality and diversity. This could be achieved through individual research. For the Level 3 version of this unit, the use of visiting specialists to highlight specific learning needs is suggested. At Level 4, it is more appropriate for learners to undertake the research themselves and then use mini-presentations to feed back to other members of the group. This also allows learners to build up teaching practice hours with groups of individuals, adopt teaching strategies they might not use with their own students and receive peer-and tutor feedback.

This unit provides delivery opportunities to integrate minimum core elements into other aspects of lifelong learning, particularly through learner presentations. Using an intranet and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences between members of the group.

Reflection and evaluation are important in this unit. There are four main opportunities for linking this to learning and teaching resources:

self-evaluation as part of a formal session evaluation. There should be a focus on the effectiveness of resource use.

reflecting on own practice in using resources. This would be part of observation feedback that follows observed teaching practice

evaluation of information gained through research. The information should be related to individual practice and context, with particular reference to issues of equality and diversity

personal reflection on practice in using resources and ways to improve own practice through an Individual Learning Review or other form of reflective journal.



Centres using the Learning and Development alternative unit, Unit 6: Develop and Prepare Resources for Learning and Development (Level 4), might wish to adopt a different approach to the delivery of this unit.

This unit requires learners to research relevant issues around the design and use of resources. The purpose of this is to develop learners’ understanding of how resources should be used to meet the needs of students. Learners should relate their research to

their practical experiences in order to make informed decisions that can be used to further develop their own practice. The suggested delivery approaches for this unit will enable learners to experience a variety of resources from their own practice and from the practice of others in the group, and to adapt resources for different student needs. These activities will contribute to the portfolio building for this unit.

To support the evidence of examples of resources, learners could also include:

learner self-assessment for example a personal learning log, reflective journal or the reflective elements of mini-presentations and group activities

peer assessment, for example peer feedback following mini-presentations

self-evaluation (as a part of teaching practice evaluation)

tutor/observer record of feedback, focusing on the use of resources as a part of the delivery of learning and teaching

witness statements where the use of resources has been observed, though not as part of the teaching observation requirements

record of professional discussion linked specifically to the resourcing of learning.

So that all aspects of the assessment of learning and teaching are seen as a whole, it would be helpful for the assessment of this unit to be considered alongside the corresponding Level 4 units: Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 5: Delivering Lifelong Learning (Level 4) and Unit 12: Planning to Meet the Needs of Learners (Level 4). This unit also provides opportunities to review learning from the micro-teaching unit. In addition to written assignments, it is essential that individual learners keep samples of resources used in planning and delivery in their teaching practice portfolio.

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 includes tutor presentations, small-group and whole-group activities and individual activities.

Centres may wish to approach delivery by integrating the theory with the practical assessment for each individual unit or as a single, holistic, integrated activity covering the core units. The learning activities suggested below follow the single-activity approach but are designed to combine with CTLLS units to form a continuous programme.

Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout delivery of the units in the CTLLS qualification, through teaching practice and the generation of a teaching practice portfolio. Tutors could undertake a review halfway through the course or between the core and fully optional units.




Time should be given to tutor-led discussion of the assessment activity along with the links between the units, the use of teaching practice as a part of learners’ own learning processes and overlapping evidence from the workplace.

Learning outcome 1

These activities address assessment criteria 1.1, 1.3 and 1.4 through practice. Tutor presentation summarising the need for specialist resources, accommodation, equipment and aspects of suitability to the learning and teaching of skills, knowledge or understanding. Tutor highlights the need to appreciate the quality of different resources in relation to different students and contexts.

Tutor-led activity on use of resources in the delivery of inclusive learning and teaching. Review of individual teaching practice using individual task sheets for each of the selected resources (for example handouts, textbooks, slide shows, equipment, intranet) as appropriate. Learners use a rating scale to establish the value of resources in terms of key aspects: adequate, fit for purpose, available when required, accessible to all, engaging and stimulating for all students, appropriate to all students’ skills, matching students’ knowledge level, related to rate at which students learn.

The tutor-led activity could be followed by a matching activity involving the whole group. Cards are provided with an example or description of a resource which then has to be placed under one of three headings: visual, auditory or kinaesthetic learning styles. This is then followed by whole group discussion of choices and fitness for purpose.

A small-group activity could be used to address issues of diversity. A single resource for example a generic handout, is provided to each of three groups. One group makes the handout suitable for academic students, one group adapts it for students with learning difficulties and one group for students whose first language is not English. The activity should be followed by group feedback and discussion, focusing on aspects such as suitable design, style and language in engaging students.

A presentation by a tutor or visiting speaker could explore the promotion of student independence and blended learning approaches that use technologies that may not be generally available to all learners.

An additional presentation could explain ways to adapt material resources to meet different student needs, for example changing background colour for presentations or handouts, changing font type or size, adding or removing images, varying style of presentation slides, offering alternative resources and use of learning support.


These activities address assessment criteria 1.2, 1.3, 1.4, 3.1 and 3.2 through use of the personal learning log.

Individual research undertaken by learners who select and analyse examples from their own teaching, demonstrating their understanding of the benefits and limitations of resources in the delivery of inclusive learning and teaching.

Learners prepare and deliver a mini-presentation on their selected example of a good resource (for individual students and subject) and explain the use and benefits. They then contrast this with their selected example of a poor resource. It is important that the mini-presentation is supported by findings from the learner’s own research in the area of delivering inclusive learning and teaching. This could be



followed by an explanation of how to adapt specific resources to meet the needs of different students and models. The presentation could include, for example, adapting a paper-based resource with the aid of ICT. This would help learners to review their own practice in using resources to meet the needs of learners, as well as to explore alternative approaches to the use of resources.

Following the presentations, a whole-group discussion and tutor summary could highlight aspects that may have been overlooked, for example resource impact, stimulation, cost effectiveness, currency, overuse. Referring to examples from their own practice and mini-presentation, individual learners could then analyse ways to improve their practice in using resources to meet the needs of all learners, including the use of a resource to focus on learning rather than teaching as a means of improving individual practice.

Learning outcome 2

This activity is linked to the personal learning log and teaching practice. Learners give mini-presentations to show how minimum core elements can be demonstrated when using resources for lifelong learning. It is important that the mini-presentation is supported by findings from the learner’s own research in the area of reviewing ways in which minimum core elements can be demonstrated in the use of resources for lifelong learning. Learners should provide practical evidence of using resources that incorporate language skills appropriate to different contexts and audiences. The presentations and examples of handouts could provide resource-based evidence for literacy skills. Demonstrating numeracy elements in a learning and teaching context could be achieved through reference to a case study which contains tables or other forms of data. The use of ICT could also be incorporated into the learner presentations.

Assessment



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

At Level 4, learners need to show evidence of individual research and extended writing. Whilst a number of assessment criteria are identical at Level 3 and Level 4, the Level 4 learner should be provided with the appropriate degree of challenge, including the requirement to draw evidence from a variety of sources and provide clear links between practice and theory through including reference to underpinning knowledge.


Learners undertake practical teaching activities, using resources to contribute to inclusive learning and teaching, to promote equality, diversity and contribute to the learning process. During each observed session, they should demonstrate adapting of selected resources to meet the needs of at least one specific group of students and one specific delivery model. Learners should also include at least one example of addressing an aspect of the minimum core when using a resource.



Assessment evidence

Session plans, sample resources and observation records.


Research, materials prepared for presentations and workshops can all be used for these activities. Learners review the benefits and limitations of the resources selected for their mini-presentations. They should explain what makes an effective resource in their teaching context and how this can be used to provide for equality and diversity when selecting appropriate learning and teaching resources.

Learners review their use of resources, identifying ways of adapting resources to meet the needs of their subject and all their students as well as providing opportunities for incorporating the minimum core. The activities should include reference to the resources adapted for a specific student and the resources adapted with the use of ICT. Learners should review what steps they now need to take to improve their own practice in using resources for inclusive learning and teaching.

Assessment evidence

Assignments, samples of resources, examples of pre- and post-adapting of resources for students, delivery model.


Textbooks












Websites


www.businessballs.com Educational resources on the web


www.geoffpetty.com Geoff Petty online teaching and learning resources





www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources


http://www.businessballs.com/�






http://www.skillsfundingagency.bis.gov.uk/�

http://www.vital.ac.uk/�



11 Further information and useful publications

For further information about the qualification(s) featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may be monitored for quality and training purposes) or visit our website (www.edexcel.com).

Related information and publications include:

Equality Policy

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/publications/home.aspx


http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/publications/home.aspx�



12 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 student-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 by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Edexcel may monitor calls for quality and training purposes.

The training we provide:

is practical–ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

http://www.edexcel.com/resources/training/Pages/home.aspx�

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Annexe C: Teaching Practice Assignment

Sample Teaching Practice Observation Assignment

Delivering observed learning and teaching sessions

The principal purpose behind teaching practice observation is to provide an opportunity to reflect on teaching practice – supported by feedback from tutors and subject specialists.

Where observations occur as part of the organisation’s quality assurance, these may be used as a subject-specialist observation, providing this is appropriate, in that the observer is a suitably qualified teacher and there is clear and appropriate written feedback that can be included as evidence. These should represent no more than 50% of your observed sessions. In addition to these organisational observations, additional observations may be required to ensure a variety of teaching approaches are adequately covered and a range of contexts which might include:

a variety of teaching practice locations/settings/contexts

teaching across more than one level

teaching a variety of learners

teaching individuals and groups

experience of non-teaching roles

gaining subject specialist knowledge.

(Though in teaching practice it may not be realistic to be able to access to all of these.)

The CTLLS requirement is for a minimum of 30 hours of teaching practice and covers the units:

Units 4 and 5: Delivering Lifelong Learning (Levels 3 and 4)

Units 2 and 3: Assessing Learners in Lifelong Learning (Levels 3 and 4)

Units11 and 12: Planning to Meet the Needs of Learners (Levels 3 and 4)

Units 22 and 23: Using Resources for Lifelong Learning (Levels 3 and 4).

This also includes the Learning and Development alternatives (which specifically require a workplace environment) and many of the optional units.

The requirement is for a minimum of three observations of teaching practice, totalling a minimum of 3 hours (minimum of half an hour for any single observation, and excluding PTLLS).

Prepare for the observation by familiarising yourself with the observation feedback pro forma and discussing any issues with the observer beforehand. You should negotiate each observation of your teaching practice so that you are able to select the day, time and location of greatest benefit to you. The observers should be as unobtrusive as possible and create minimum impact on the teaching group. In special cases you may need to negotiate the use of participative observation with groups such as learners with special educational needs.



Evidence of session planning

The observing tutor should be provided with an observation pack to include:

scheme of work showing session in context (where appropriate)

an outline of the learning group (group profile) — including issues of differentiation, specific considerations, eg health and safety, risk assessment

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

samples of activities/resources used during the session

samples of learning checks/assessment materials

previous observation reports and materials (after the first observation)

Evidence of session delivery

Things to be aware of when delivering each session:

structure of the session (beginning, development, summing up/closure) with appropriate links to the sequencing in the programme/scheme of work

demonstrating suitable subject knowledge and/or appropriate skills content

embedding literacy, language, numeracy and ICT

using varied teaching and learning activities– with appropriate levels of challenge for individuals i.e. differentiation, use of appropriate technologies

addressing different learning styles

creating opportunities for small group work, where appropriate, to encourage differentiation and peer teaching/support

personal communication skills (including questioning techniques)

establishing and developing appropriate relationships within the learning group, demonstrating equality and valuing diversity

appropriate approaches to behaviour management

quality, suitability and use of resources–including new technologies

effectiveness of the learning/learning checks/assessment, including use of technology where appropriate

opportunities to develop study and personal management skills (eg Wider Skills)

providing opportunities for feedback to and from individual learners

how well learners were engaged throughout the session.



Evaluating learning and teaching

As soon as possible after your observed session, organise a feedback meeting with the observer during which you can reflect on your practice and use the feedback from the tutor to highlight strengths and areas for improvement. By including previous observation reports in the pack provided at the start of the session each observer can identify how you have addressed previous feedback.

Where possible, include formal or informal feedback from your students to complete your own session evaluation section of the lesson plan and refer to this, and the written feedback provided by the tutor-observer, when completing your personal learning log evaluation. You should refer to theories, models and principles in order to analyse and justify your own approaches and specialist area.

Planning improvements to learning and teaching

In order to develop and improve your own practice, each observation report should identify areas for development. These provide the targets to add to your action plan which you need to use to identify specific requirements for continuing personal and professional development (CPPD). Achieved targets should be added to your CPPD record and developments implemented and demonstrated in subsequent observations of teaching practice. In this way your observation record will demonstrate evidence of your improvements in planning and delivering learning and teaching.

To help in this you should research websites and refer to the professional standards for teaching in the Lifelong Learning sector.



Annexe D: Documents for Teaching Practice

Teaching practice forms:

SESSION PLAN PRO FORMA

Learning Group: Session No:

Date :

Location: Trainer tutor teacher:

Resources necessary for session

Needs for differentiation

Skills development Opportunities:



Timing

Topic/content Knowledge/skills

Teacher activities

Learning activities

Learning checks

Self-evaluation Issues arising: Strengths: Possible changes/alternative approaches/ICT opportunities:



Teaching Practice Observation Pro Forma

Tutor/Mentor Feedback

Learner Name

Observer Name

Learning Group

Number of students

Date

Specific issues to be addressed in differentiation

SESSION PREPARATION AND PLANNING — APPROPRIATE SESSION PLAN EVIDENCE

Aims/learning outcomes to suit specialist content/scheme of work

Appropriate teaching/learning methods for skills/ knowledge

Variety of teaching approaches and learning styles/ needs

Identifying inclusive learning activities for differentiation

Planning for resources and materials including ICT

Opportunities for assessment/ feedback to support learning

Appropriate timings and organisation of content, including summary

Skills development

Overall feedback on planning:



TEACHING AND LEARNING STRATEGIES — APPROPRIATE TO SPECIALIST AREA AND STUDENTS’ NEEDS

Room and resources made ready for the start of the session

Aims/objectives shared with students through introduction/ continuity

Appropriate attitude towards students and awareness of needs

Variety and pacing to suit skills and knowledge of specialist area

Communications to suit students — voice, gesture and use of language

Students actively involved, engaged and motivated throughout

Variety of activities to allow for differentiation ie group/individual

Specialist subject knowledge and skills current and sound

Overall feedback on teaching and learning strategies:



TECHNIQUES, RESOURCES AND TEACHING AIDS

Appropriate use of writing board/flip chart/active-board

Teaching resources used appropriately to stimulate and engage

Learning resources used to actively engage and empower students

Strategies appropriate to manage the learning environment

Visual resources clear, appropriate level/language/ quality

Students themselves used as resource, eg group work

Appropriate use of new technologies in teaching and learning to motivate

Awareness of health and safety issues/risk assessment

Overall feedback on resources:

ASSESSMENT OF LEARNING/LEARNING CHECKS

Students provided with appropriate guidance on assessment

Tutor assessment of learning appropriate to subject/students

Overall feedback on assessment and feedback:



Variety of questioning appropriate to all students and context

Students involved in appropriate level of self/peer assessment

Learning checks to allow for inclusion and differentiation

Assessment appropriate to assessment/ performance criteria

Students provided with appropriate feedback identifying goals

Assessment fair, unbiased and subject specific

POSSIBLE AREAS FOR DEVELOPMENT/STRATEGIES TO THINK ABOUT



STUDENT RESPONSE, ENGAGEMENT AND MOTIVATION

Positive rapport to encourage respect and trust in learning

Appropriate level of challenge to suit students/specialism

Appropriate level of participation, attention and interest

Appropriate attitude towards students to empower

Students respond in way that indicates needs are being met

Opportunities for differentiated learning

Awareness of needs for inclusion and addressing disabilities

Positive class atmosphere/ attitude to subject/learning

Overall feedback on planning:



OBSERVEE’S PERSONAL EVALUATION AND IDENTIFIED AREAS FOR DEVELOPMENT

Tutor/Observer

Name/Responsibilities

Learner/Candidate

Name/Role

Observer

Signature

Learner

Signature



Lesson Observation Report (sample) Please complete all statistical information:

Teacher Lesson grade 1 2 3 4

Employment status Direct FT Fractional POW Agency Date of observation

Course Name Length of lesson/observation

Course Code Attendance (actual/possible)

Department Punctuality Good Satisfactory Poor

Type of learners 14-19 Adult Empl.

Vice/Assistant Principal

Observer Programme Manager Tick one area of work or SSA

Community

Learning

1 Health and Soc.

Care

9 Arts, Media,

Publishing

14bi Basic Skills

Employer

Responsive

2 Science & Maths 11 Social Sciences 14bii LDD

Higher Education 6 ICT 12 English 14ci F. Skills Tutorial 7 Hospitality 13 Teacher

Training

14cii ALS

8 Leisure, Travel,

Tourism

14a ESOL 15 Bus admin &

Law

Context of lesson and relevant background information on the group. Consider any resource issues: accommodation; equipment; materials. Nature of group/ Type of learners.

Punctuality and attendance: how well does the teacher manage attendance and/or punctuality issues?

Safeguarding: How well do learners use safe working practices; develop understanding of inclusion, personal safety, vulnerability and non-discriminatory behaviour? How well are they developing their understanding of health and wellbeing?



Equality & Diversity: How well do resources and content promote equality and diversity and tackle discrimination?

LLN development: How well are language, literacy, numeracy, key and functional skills developed in the lesson?

Individual learners’ needs: How well do teaching and learning methods and resources connect, activate and consolidate the learning of individuals?

Key strengths



Key areas for improvement/development



Suggested actions for improvement

The suggested actions for improvement are to be used to develop an Action Plan with the teacher. It is to be considered and monitored during appraisal and support and supervision meetings, and inform the teacher’s Individual Development Plan.



Annexe E: Personal Learning Log

*Centre name/logo

Certificate in Teaching in the Lifelong Learning Sector PERSONAL LEARNING LOG

Level 4 Planning to Meet the Needs of Learners

Name:

Registration number:

Candidate signature:

Date completed:

Tutor signature:

Date completed:

The purpose of this personal learning log is to help structure the reflective process. This, in turn, will help with the gathering and interpretation of evidence that can be used for the assessment of this Level 4 CTLLS unit. It is important that at Level 4 you are able to develop your ideas and understanding by applying theories and principles to your own specialist teaching area.

It is important to include evidence from background reading that reflects your understanding of underpinning principles. Ensure clear referencing, using the Harvard Referencing system. Materials gathered during individual research should be included as part of your personal learning log only when it is clear you have used 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.

The space allocated to each ILR entry should NOT be taken as an indicator of how much written work is required to address the issues raised by the guidance. Each reflective activity should include reference to theories and principles, as well as, evidence drawn from your own practical teaching experiences. You should aim for an appropriate balance between these and you should also provide links to other units where similar information can be used to support your reflection. References should be included in the box provided at the end of each ILR entry.

Your ILR should also include your own personal reflections on your learning and teaching experiences — in particular those relating to ‘Eureka’ moments!



Personal Learning Log

Initial assessment activity: use results from at least two different initial assessments to evidence and review the success of your practice in making initial and diagnostic assessment meaningful. Use your research to inform an analysis of the impact of initial assessment in selecting teaching approaches when planning sessions. References/sources: Outcomes/development required/implications for practice:



Tutor comments: Signed: Date: Minimum core activity: explain how you cover minimum core elements in the planning of sessions Activities: References/sources: Outcomes/development required/implications for practice:



Tutor comments: Signed: Date: Evaluate sessions: use feedback from students, tutors, peers, self to evaluate observed sessions. Us this to explain how your choice of teaching methods meets the needs of all students and helps in negotiating individual learning goals. Using case studies, record and evaluate the individual needs of a competent student, one lacking confidence and one requiring special consideration.



References/sources: Outcomes/development required/implications for practice: Tutor comments: Signed: Date:

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ce

Date

1.1

Sel

ect

met

hods

to a

sses

s vo

cational

ski

lls,

know

ledge

and

under

stan

din

g w

hic

h a

ddre

ss lea

rner

nee

ds

and m

eet

asse

ssm

ent

requirem

ents

, in

cludin

g:

as

sess

men

ts o

f th

e le

arner

in s

imula

ted e

nvi

ronm

ents

sk

ills

test

s

ora

l an

d w

ritt

en q

ues

tions

as

signm

ents

pro

ject

s

ca

se s

tudie

s

re

cognis

ing p

rior

lear

nin

g

1.2

Pr

epar

e re

sourc

es a

nd c

onditio

ns

for

the

asse

ssm

ent

of

voca

tional

sk

ills,

know

ledge

and u

nder

stan

din

g

1

Be

able

to p

repar

e as

sess

men

ts o

f vo

cational

ski

lls,

know

ledge

and

under

stan

din

g

1.3

Com

munic

ate

the

purp

ose

, re

quirem

ents

and p

roce

sses

of

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g t

o

lear

ner

s

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

45

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

2.1

M

anag

e as

sess

men

ts o

f vo

cational

ski

lls,

know

ledge

and

under

stan

din

g t

o m

eet

asse

ssm

ent

requirem

ents

2.2

Pro

vide

support

to lea

rner

s w

ithin

agre

ed lim

itat

ions

2.3

Anal

yse

evid

ence

of le

arner

ach

ieve

men

t

2.4

M

ake

asse

ssm

ent

dec

isio

ns

rela

ting t

o v

oca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g a

gai

nst

spec

ifie

d c

rite

ria

2.5

Fo

llow

sta

ndar

dis

atio

n p

roce

dure

s

2

Be

able

to c

arry

out

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

2.6

Pr

ovi

de

feed

bac

k to

the

lear

ner

that

affirm

s ac

hie

vem

ent

and

iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and

pro

gre

ssio

n

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g,

its

outc

om

es a

nd lea

rner

pro

gre

ss

3.2

M

ake

asse

ssm

ent

info

rmat

ion a

vaila

ble

to a

uth

orise

d c

olle

agues

as

required

3

Be

able

to p

rovi

de

required

in

form

atio

n

follo

win

g t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

3.3

Fo

llow

pro

cedure

s to

mai

nta

in t

he

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion

24

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion r

elat

ing t

o t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g,

incl

udin

g t

hose

for

hea

lth,

safe

ty a

nd w

elfa

re

4.2

Apply

req

uirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing o

ut

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

4

Be

able

to m

ainta

in

legal

and g

ood

pra

ctic

e re

quirem

ents

when

as

sess

ing

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

4.4

Tak

e par

t in

continuin

g p

rofe

ssio

nal

dev

elopm

ent

to e

nsu

re c

urr

ent

exper

tise

and c

om

pet

ence

in a

sses

sing v

oca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

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

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

47

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 2

: Ass

ess

ing

Learn

ers

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

Sel

ect

and a

pply

ass

essm

ent

types

and m

ethods

to m

eet

the

nee

ds

of

lear

ner

s

1.2

U

se p

eer-

and s

elf-

asse

ssm

ent

to p

rom

ote

lea

rner

invo

lvem

ent

and p

erso

nal

res

ponsi

bili

ty in t

he

asse

ssm

ent

for

and o

f th

eir

lear

nin

g

1.3

U

se q

ues

tionin

g a

nd f

eedbac

k in

the

asse

ssm

ent

for

and o

f le

arnin

g

1

Be

able

to u

se

types

and m

ethods

of

asse

ssm

ent

to

mee

t th

e nee

ds

of

lear

ner

s

1.4

U

se a

sses

smen

t ty

pes

and m

ethods

to e

nab

le lea

rner

s to

pro

duce

ass

essm

ent

evid

ence

that

is

valid

, re

liable

, su

ffic

ient,

au

then

tic

and c

urr

ent

2.1

D

efin

e th

e ke

y co

nce

pts

of

asse

ssm

ent

2.2

Sta

te t

he

asse

ssm

ent

requirem

ents

and r

elat

ed p

roce

dure

s of

lear

nin

g p

rogra

mm

es

2.3

Car

ry o

ut

and r

ecord

ass

essm

ents

to m

eet

inte

rnal

and e

xter

nal

pro

cess

es a

nd r

equirem

ents

2

Be

able

to c

onduct

an

d r

ecord

as

sess

men

ts in

acco

rdan

ce w

ith

inte

rnal

and

exte

rnal

pro

cess

es

and r

equirem

ents

2.4

Com

munic

ate

asse

ssm

ent

info

rmat

ion t

o o

ther

pro

fess

ional

s w

ith a

n inte

rest

in lea

rner

ach

ieve

men

t

24

8

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Exp

lain

how

min

imum

core

ele

men

ts c

an b

e dem

onst

rate

d in a

sses

sing lea

rner

s in

lifel

ong

lear

nin

g

3

Under

stan

d

expec

tations

in

rela

tion t

o t

he

min

imum

core

in

asse

ssin

g lea

rner

s in

lifel

ong lea

rnin

g

3.2

Apply

min

imum

core

ele

men

ts in a

sses

sing lea

rner

s in

ow

n s

pec

ialis

t ar

ea

4.1

Ref

lect

on t

he

effe

ctiv

enes

s of

ow

n a

sses

smen

t pra

ctic

e, t

akin

g a

ccount

of th

e vi

ews

of

lear

ner

s

4

Be

able

to e

valu

ate

ow

n a

sses

smen

t pra

ctic

e 4.2

Id

entify

way

s to

im

pro

ve o

wn a

sses

smen

t 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

(i

f ve

rified

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

49

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 3

: Ass

ess

ing

Learn

ers

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

Sel

ect

and a

pply

ass

essm

ent

types

and m

ethods

to

mee

t th

e nee

ds

of

lear

ner

s

1.2

U

se p

eer-

and s

elf-

asse

ssm

ent

to p

rom

ote

lea

rner

in

volv

emen

t an

d p

erso

nal

res

ponsi

bili

ty in t

he

asse

ssm

ent

for

and o

f th

eir

lear

nin

g

1.3

Ass

ess

how

ques

tionin

g a

nd f

eedbac

k co

ntr

ibute

s to

th

e as

sess

men

t pro

cess

1

Be

able

to u

se

types

and m

ethods

of

asse

ssm

ent

to

mee

t th

e nee

ds

of

lear

ner

s

1.4

U

se a

sses

smen

t ty

pes

and m

ethods

to e

nab

le

lear

ner

s to

pro

duce

ass

essm

ent

evid

ence

that

is

valid

, re

liable

, su

ffic

ient,

auth

entic

and c

urr

ent

2.1

Rev

iew

the

asse

ssm

ent

requirem

ents

and r

elat

ed

pro

cedure

s of

lear

nin

g p

rogra

mm

es

2.2

Car

ry o

ut

and r

ecord

ass

essm

ents

to m

eet

inte

rnal

an

d e

xter

nal

pro

cess

es a

nd r

equirem

ents

2

Be

able

to c

onduct

an

d r

ecord

as

sess

men

ts in

acco

rdan

ce w

ith

inte

rnal

and

exte

rnal

pro

cess

es

and r

equirem

ents

2.3

Com

munic

ate

asse

ssm

ent

info

rmat

ion t

o o

ther

pro

fess

ional

s w

ith a

n inte

rest

in lea

rner

ac

hie

vem

ent

25

0

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Rev

iew

way

s in

whic

h m

inim

um

core

ele

men

ts c

an

be

dem

onst

rate

d in a

sses

sing lea

rner

s in

lifel

ong

lear

nin

g

3

Under

stan

d

expec

tations

in

rela

tion t

o t

he

min

imum

core

in

asse

ssin

g lea

rner

s in

lifel

ong lea

rnin

g

3.2

Apply

min

imum

core

ele

men

ts in a

sses

sing lea

rner

s in

ow

n s

pec

ialis

t ar

ea

4.1

Rev

iew

the

effe

ctiv

enes

s of

ow

n a

sses

smen

t pra

ctic

e, t

akin

g a

ccount

of th

e vi

ews

of

lear

ner

s

4

Be

able

to e

valu

ate

ow

n a

sses

smen

t pra

ctic

e 4.2

Est

ablis

h w

ays

to im

pro

ve o

wn a

sses

smen

t 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

(i

f ve

rified

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

51

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 4

: Deliveri

ng

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

Cre

ate

a purp

ose

ful, incl

usi

ve lea

rnin

g a

nd t

each

ing

envi

ronm

ent

1.2

U

se lea

rnin

g a

nd t

each

ing a

ctiv

itie

s to

mee

t cu

rric

ulu

m r

equirem

ents

1

Be

able

to u

se

incl

usi

ve lea

rnin

g

and t

each

ing

appro

aches

in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

1.3

Pr

ovi

de

opport

unitie

s fo

r le

arner

s to

pra

ctis

e th

eir

liter

acy,

lan

guag

e, n

um

erac

y an

d I

CT s

kills

2.1

U

se c

om

munic

atio

n m

ethods

and m

edia

to m

eet

the

nee

ds

of

all le

arner

s

2

Be

able

to

com

munic

ate

with

lear

ner

s an

d o

ther

le

arnin

g

pro

fess

ional

s to

en

han

ce lea

rnin

g

2.2

Com

munic

ate

with o

ther

lea

rnin

g p

rofe

ssio

nal

s to

m

eet

lear

ner

nee

ds

and e

nhan

ce p

rogre

ssio

n

3.1

Exp

lain

way

s to

use

tec

hnolo

gy

to e

nhan

ce lea

rnin

g

and t

each

ing

3

Under

stan

d h

ow

te

chnolo

gy

can

enhan

ce lea

rnin

g

and t

each

ing

3.2

Rev

iew

the

ben

efits

and lim

itat

ions

of

usi

ng

tech

nolo

gy

in lea

rnin

g a

nd t

each

ing

4.1

D

escr

ibe

way

s m

inim

um

core

ele

men

ts c

an b

e dem

onst

rate

d in d

eliv

erin

g lifel

ong lea

rnin

g

4

Under

stan

d t

he

use

of

min

imum

co

re in r

elat

ion t

o

del

iver

ing lifel

ong

lear

nin

g

4.2

Apply

min

imum

core

ele

men

ts in d

eliv

erin

g lifel

ong

lear

nin

g

25

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

5.1

Ref

lect

on t

he

effe

ctiv

enes

s of

ow

n u

se o

f in

clusi

ve

lear

nin

g a

nd t

each

ing a

ppro

aches

5.2

Id

entify

way

s to

im

pro

ve o

wn p

ract

ice

in u

sing

lear

nin

g a

nd t

each

ing a

ppro

aches

5

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

5.3

Id

entify

way

s in

whic

h o

wn c

om

munic

atio

n s

kills

co

uld

be

impro

ved

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

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

53

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 5

: Deliveri

ng

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

Cre

ate

a purp

ose

ful, incl

usi

ve lea

rnin

g a

nd t

each

ing

envi

ronm

ent

1.2

D

emonst

rate

an incl

usi

ve a

ppro

ach t

o t

each

ing a

nd

lear

nin

g in a

ccord

ance

with inte

rnal

pro

cess

es a

nd

exte

rnal

req

uirem

ents

1

Be

able

to u

se

incl

usi

ve lea

rnin

g

and t

each

ing

appro

aches

in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

1.3

Pr

ovi

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

2.1

D

emonst

rate

com

munic

atio

n m

ethods

and m

edia

to

mee

t th

e nee

ds

of

all le

arner

s

2

Be

able

to

com

munic

ate

with

lear

ner

s an

d o

ther

le

arnin

g

pro

fess

ional

s to

en

coura

ge

lear

nin

g

2.2

Com

munic

ate

with o

ther

lea

rnin

g p

rofe

ssio

nal

s to

m

eet

lear

ner

nee

ds

and e

nco

ura

ge

pro

gre

ssio

n

3.1

Anal

yse

way

s to

use

tec

hnolo

gy

to e

nhan

ce lea

rnin

g

and t

each

ing

3

Under

stan

d h

ow

te

chnolo

gy

can

enhan

ce lea

rnin

g

and t

each

ing

3.2

Eva

luat

e th

e ben

efits

and lim

itat

ions

of

usi

ng

tech

nolo

gy

in lea

rnin

g a

nd t

each

ing

4.1

Rev

iew

way

s in

whic

h e

lem

ents

of

the

min

imum

co

re c

an b

e dem

onst

rate

d in d

eliv

erin

g lifel

ong

lear

nin

g

4

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o

del

iver

ing lifel

ong

lear

nin

g

4.2

Apply

min

imum

core

ele

men

ts in d

eliv

erin

g lifel

ong

lear

nin

g

25

4

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

5.1

Rev

iew

the

effe

ctiv

enes

s of

ow

n u

se o

f in

clusi

ve

lear

nin

g a

nd t

each

ing a

ppro

aches

in m

eeting t

he

nee

ds

of

all le

arner

s

5.2

Anal

yse

way

s to

im

pro

ve o

wn p

ract

ice

in u

sing

lear

nin

g a

nd t

each

ing a

ppro

aches

to m

eet

the

nee

ds

of

all le

arner

s

5

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

5.3

Rev

iew

way

s in

whic

h o

wn c

om

munic

atio

n s

kills

co

uld

be

impro

ved

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

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

55

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 6

: Develo

p a

nd

Pre

pare

Reso

urc

es

for

Learn

ing

an

d D

evelo

pm

en

t (L

evel 4

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Exp

lain

princi

ple

s under

pin

nin

g r

esourc

e se

lect

ion f

or

lear

nin

g a

nd d

evel

opm

ent

1.2

Anal

yse

fact

ors

that

are

im

port

ant

when

dev

elopin

g a

nd

pre

par

ing r

esourc

es t

hat

confo

rm t

o n

atio

nal

leg

isla

tion

and o

rgan

isat

ional

polic

ies

1

Under

stan

d

princi

ple

s under

pin

nin

g

dev

elopm

ent

and

pre

par

atio

n o

f re

sourc

es f

or

lear

nin

g a

nd

dev

elopm

ent

1.3

Eva

luat

e th

e co

ntr

ibution o

f te

chnolo

gy

to t

he

dev

elopm

ent

of

lear

nin

g a

nd d

evel

opm

ent

reso

urc

es

2.1

Agre

e nee

ds

of

lear

ner

s fo

r w

hom

res

ourc

es a

re b

eing

dev

eloped

2.2

Pr

epar

e re

sourc

es f

or

the

del

iver

y of

lear

nin

g a

nd

dev

elopm

ent,

ensu

ring leg

isla

tive

and o

rgan

isat

ional

hea

lth,

safe

ty,

wel

fare

, eq

ual

ity

and incl

usi

on

requirem

ents

are

met

2.3

Pl

an a

dap

tations

to a

nd u

se o

f te

chnolo

gy

within

re

sourc

es t

o m

eet

lear

nin

g a

nd d

evel

opm

ent

nee

ds

2.4

Pr

epar

e guid

ance

to a

ssis

t th

ose

usi

ng lea

rnin

g a

nd

dev

elopm

ent

reso

urc

es

2

Be

able

to d

evel

op

reso

urc

es t

o m

eet

lear

nin

g a

nd

dev

elopm

ent

nee

ds

2.5

Eva

luat

e th

e su

itab

ility

of

reso

urc

es f

or

lear

nin

g a

nd

dev

elopm

ent

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

)

Dat

e:

25

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 7

: 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 d

evel

opm

ent

1.2

Exp

lain

why

del

iver

y of

lear

nin

g a

nd d

evel

opm

ent

must

re

flec

t gro

up d

ynam

ics

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g a

nd

dev

elopm

ent

to m

eet

the

nee

ds

of

gro

ups

1.4

Exp

lain

how

to m

anag

e risk

s an

d s

afeg

uar

d indiv

idual

s w

hen

fac

ilita

ting lea

rnin

g a

nd d

evel

opm

ent

in g

roups

1.5

Exp

lain

how

to o

verc

om

e bar

rier

s to

lea

rnin

g in g

roups

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss

within

gro

up lea

rnin

g a

nd d

evel

opm

ent

activi

ties

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

1.7

Exp

lain

how

to a

dap

t del

iver

y bas

ed o

n f

eedbac

k fr

om

le

arner

s in

gro

ups

2.1

Cla

rify

fac

ilita

tion m

ethods

with g

roup m

ember

s to

mee

t gro

up a

nd indiv

idual

lea

rnin

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

lea

rnin

g a

nd

dev

elopm

ent

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

conte

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

Pro

vide

feed

bac

k to

im

pro

ve t

he

applic

atio

n o

f le

arnin

g

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

57

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

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 a

nd

dev

elopm

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

lea

rnin

g a

nd

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

)

Dat

e:

25

8

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 8

: 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 a

nd

dev

elopm

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 m

eet

indiv

idual

nee

ds

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g a

nd

dev

elopm

ent

to m

eet

the

nee

ds

of

indiv

idual

s

1.4

Exp

lain

how

to m

anag

e risk

s an

d s

afeg

uar

d

indiv

idual

s w

hen

fac

ilita

ting o

ne-

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

le

arnin

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

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

59

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

2.1

Cla

rify

fac

ilita

tion m

ethods

with indiv

idual

s to

m

eet

thei

r le

arnin

g a

nd/o

r dev

elopm

ent

obje

ctiv

es

2.2

Im

ple

men

t ac

tivi

ties

to

mee

t le

arnin

g a

nd/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 a

nd/o

r dev

elopm

ent

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

apply

th

eir

new

know

ledge

and lea

rnin

g in p

ract

ical

co

nte

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 ap

ply

ing n

ew

know

ledge

and s

kills

4.1

Exp

lain

ben

efits

of

self-e

valu

atio

n t

o indiv

idual

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

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

iden

tify

thei

r fu

ture

le

arnin

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

)

Dat

e:

26

0

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 9

: Id

en

tify

In

div

idu

al Learn

ing

an

d D

evelo

pm

en

t N

eed

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

the

princi

ple

s an

d p

ract

ices

of

lear

nin

g

nee

ds

anal

ysis

for

indiv

idual

s

1.2

Anal

yse

the

fact

ors

that

influen

ce indiv

idual

le

arnin

g n

eeds,

pre

fere

nce

s an

d s

tyle

s

1

Under

stan

d t

he

princi

ple

s an

d

pra

ctic

es o

f le

arnin

g n

eeds

anal

ysis

for

indiv

idual

s 1.3

Com

par

e m

ethods

use

d t

o a

sses

s in

div

idual

le

arnin

g n

eeds

2.1

Agre

e th

e purp

ose

, ai

ms

and m

ethodolo

gy

of

the

lear

nin

g n

eeds

anal

ysis

with indiv

idual

s

2.2

Apply

lea

rnin

g n

eeds

anal

ysis

met

hodolo

gy

to

asse

ss t

he

indiv

idual

’s c

urr

ent

leve

l of

achie

vem

ent

and p

ote

ntial

2

Be

able

to c

onduct

le

arnin

g n

eeds

anal

ysis

for

indiv

idual

s

2.3

Anal

yse

lear

nin

g n

eeds

and c

om

munic

ate

to t

he

lear

ner

3.1

Agre

e an

d p

rioritise

indiv

idual

lea

rnin

g a

nd

dev

elopm

ent

nee

ds

3

Be

able

to a

gre

e in

div

idual

lea

rnin

g

and d

evel

opm

ent

nee

ds

3.2

Advi

se indiv

idual

s ab

out

lear

nin

g a

nd d

evel

opm

ent

options

to m

eet:

le

arner

priorities

le

arnin

g p

refe

rence

s

le

arnin

g s

tyle

s

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

61

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

)

Dat

e:

26

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

0:

Man

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 b

ehav

iour

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

man

agin

g

lear

nin

g a

nd d

evel

opm

ent

in g

roups

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

indiv

idual

le

arnin

g in g

roups

2.1

Fa

cilit

ate

com

munic

atio

n,

colla

bora

tion a

nd

lear

nin

g b

etw

een g

roup m

ember

s

2.2

U

se m

otiva

tional

met

hods

to e

ngag

e th

e gro

up

and its

indiv

idual

mem

ber

s in

the

lear

nin

g a

nd

dev

elopm

ent

pro

cess

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

impro

ve t

hei

r le

arnin

g o

utc

om

es

2

Be

able

to m

anag

e gro

up lea

rnin

g a

nd

dev

elopm

ent

envi

ronm

ents

2.4

M

anag

e th

e risk

s as

soci

ated

with g

roup

lear

nin

g a

nd d

evel

opm

ent

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

63

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

In

volv

e le

arner

s in

agre

eing g

roup lea

rnin

g a

nd

dev

elopm

ent

obje

ctiv

es

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

and 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 d

eliv

ery

met

hods

to r

efle

ct c

han

gin

g r

equirem

ents

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

3.4

Pr

ovi

de

indiv

idual

advi

ce t

o lea

rner

s to

ass

ist

thei

r dec

isio

n-m

akin

g a

bout

futu

re lea

rnin

g

nee

ds

4.1

Support

lea

rner

s’ r

ights

in r

elat

ion t

o e

qual

ity,

div

ersi

ty a

nd incl

usi

on

4.2

M

inim

ise

risk

s to

saf

ety,

hea

lth,

wel

lbei

ng a

nd

secu

rity

of

lear

ner

s

4.3

M

anag

e co

nfiden

tial

ity

in r

elat

ion t

o lea

rner

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

acco

rdan

ce w

ith o

rgan

isat

ional

pro

cedure

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

)

Dat

e:

26

4

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

1:

Pla

nn

ing

to

Meet

the N

eed

s o

f Learn

ers

(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

role

of

initia

l an

d d

iagnost

ic

asse

ssm

ent

in a

gre

eing indiv

idual

lea

rnin

g

goal

s

1.2

U

se m

ethods

of

initia

l an

d d

iagnost

ic

asse

ssm

ent

with lea

rner

s

1

Be

able

to a

gre

e in

div

idual

lea

rnin

g

goal

s w

ith lea

rner

s

1.3

N

egotiat

e an

d r

ecord

indiv

idual

lea

rnin

g g

oal

s w

ith lea

rner

s

2.1

D

evis

e a

schem

e of

work

whic

h m

eets

the

nee

ds

of

all le

arner

s an

d c

urr

iculu

m

requirem

ents

2.2

D

evis

e se

ssio

n p

lans

whic

h m

eet

the

aim

s an

d

nee

ds

of

all le

arner

s

2.3

Exp

lain

how

the

choic

e of

teac

hin

g m

ethods

mee

ts t

he

nee

ds

of

all le

arner

s

2.4

Id

entify

way

s in

whic

h s

essi

on p

lans

can b

e ad

apte

d t

o m

eet

the

indiv

idual

nee

ds

of

lear

ner

s

2

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

2.5

Id

entify

opport

unitie

s fo

r le

arner

s to

pro

vide

feed

bac

k to

info

rm incl

usi

ve p

ract

ice

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

65

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Exp

lain

how

min

imum

core

ele

men

ts c

an b

e dem

onst

rate

d in p

lannin

g incl

usi

ve lea

rnin

g a

nd

teac

hin

g

3

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Apply

ele

men

ts o

f th

e m

inim

um

core

in

pla

nnin

g incl

usi

ve lea

rnin

g a

nd t

each

ing

4.1

Ref

lect

on o

wn p

ract

ice

in p

lannin

g t

o m

eet

the

nee

ds

of

lear

ner

s

4

Be

able

to e

valu

ate

ow

n p

ract

ice

in

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

4.2

Id

entify

way

s to

im

pro

ve o

wn p

ract

ice

in

pla

nnin

g t

o m

eet

the

nee

ds

of

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

)

Dat

e:

26

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

2:

Pla

nn

ing

to

Meet

the N

eed

s o

f Learn

ers

(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

the

role

of

initia

l an

d d

iagnost

ic

asse

ssm

ent

in a

gre

eing indiv

idual

lea

rnin

g

goal

s

1.2

U

se m

ethods

of

initia

l an

d d

iagnost

ic

asse

ssm

ent

with lea

rner

s

1

Be

able

to a

gre

e in

div

idual

lea

rnin

g

goal

s w

ith lea

rner

s

1.3

N

egotiat

e an

d r

ecord

indiv

idual

lea

rnin

g g

oal

s w

ith lea

rner

s

2.1

D

evis

e a

schem

e of

wor

k in

acc

ord

ance

with

inte

rnal

pro

cess

es a

nd e

xter

nal

req

uirem

ents

2.2

D

evis

e se

ssio

n p

lans

whic

h m

eet

the

aim

s an

d

nee

ds

of

all le

arner

s an

d c

urr

iculu

m

requirem

ents

2.3

Ref

lect

on h

ow

tea

chin

g m

ethods

mee

t th

e nee

ds

of

all le

arner

s

2.4

Id

entify

way

s in

whic

h s

essi

on p

lans

can b

e ad

apte

d t

o m

eet

the

indiv

idual

nee

ds

of

lear

ner

s

2

Be

able

to p

lan

incl

usi

ve lea

rnin

g

and t

each

ing in

acco

rdan

ce w

ith

inte

rnal

pro

cess

es

and e

xter

nal

re

quirem

ents

2.5

Eva

luat

e opport

unitie

s fo

r le

arner

s to

pro

vide

feed

bac

k to

info

rm incl

usi

ve p

ract

ice

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

67

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Rev

iew

way

s in

whic

h e

lem

ents

of

the

min

imum

core

can

be

dem

onst

rate

d in p

lannin

g

incl

usi

ve lea

rnin

g a

nd t

each

ing

3

Under

stan

d

expec

tations

of

the

min

imum

core

in

rela

tion t

o

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

3.2

Apply

min

imum

core

ele

men

ts in p

lannin

g

incl

usi

ve lea

rnin

g a

nd t

each

ing

4.1

Rev

iew

ow

n p

ract

ice

in p

lannin

g t

o m

eet

the

nee

ds

of

lear

ner

s

4

Be

able

to e

valu

ate

ow

n p

ract

ice

in

pla

nnin

g incl

usi

ve

lear

nin

g a

nd

teac

hin

g

4.2

Anal

yse

way

s to

im

pro

ve o

wn p

ract

ice

in

pla

nnin

g t

o m

eet

the

nee

ds

of

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

)

Dat

e:

26

8

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

3:

Pri

nci

ple

s o

f A

ssess

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

lear

nin

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

lea

rner

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

the

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

)

Dat

e:

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

69

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

4:

Pri

nci

ple

s o

f A

ssess

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

lea

rner

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

the

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

)

Dat

e:

27

0

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

5:

Ro

les,

Resp

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

re

quirem

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 e

qual

ity

and v

aluin

g

div

ersi

ty

1.3

Exp

lain

ow

n r

ole

and

resp

onsi

bili

ties

in lifel

ong

lear

nin

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

resp

onsi

bili

ties

in iden

tify

ing a

nd

mee

ting t

he

nee

ds

of

lear

ner

s

2.1

Exp

lain

the

boundar

ies

bet

wee

n

the

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

mee

t th

e nee

ds

of

lear

ner

s

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

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

71

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

support

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

ap

pro

priat

e beh

avio

ur

and

resp

ect

for

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

)

Dat

e:

27

2

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

6:

Ro

les,

Resp

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

re

quirem

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

div

ersi

ty

1.3

Eva

luat

e ow

n r

ole

and

resp

onsi

bili

ties

in lifel

ong

lear

nin

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

resp

onsi

bili

ties

in iden

tify

ing a

nd

mee

ting t

he

nee

ds

of

lear

ner

s

2.1

Anal

yse

the

boundar

ies

bet

wee

n

the

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

2.2

Rev

iew

poin

ts o

f re

ferr

al t

o m

eet

the

nee

ds

of

lear

ner

s

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

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

73

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

stab

lish a

nd

mai

nta

in 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

how

to p

rom

ote

ap

pro

priat

e beh

avio

ur

and

resp

ect

for

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

)

Dat

e:

27

4

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

7: 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

teac

hin

g s

trat

egie

s use

d in o

wn

spec

ialis

m

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

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

2.1

Exp

lain

how

to s

elec

t in

clusi

ve

lear

nin

g a

nd t

each

ing t

echniq

ues

2.2

Exp

lain

how

to s

elec

t re

sourc

es

that

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

mee

t th

e 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,

lan

guag

e,

num

erac

y an

d I

CT s

kills

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

75

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3

Under

stan

d w

ays

to c

reat

e a

motiva

ting

lear

nin

g

envi

ronm

ent

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

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

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k th

at

motiva

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

)

Dat

e:

27

6

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

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 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

stra

tegie

s use

d in o

wn

spec

ialis

m

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

mee

ting 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

lear

nin

g

2.1

Anal

yse

incl

usi

ve a

ppro

aches

to

lear

nin

g a

nd t

each

ing

2.2

Anal

yse

how

to s

elec

t re

sourc

es

to m

eet

the

nee

ds

of

lear

ner

s

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

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

ctis

e th

eir

liter

acy,

lan

guag

e,

num

erac

y an

d I

CT s

kills

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

77

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

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

motiva

te lea

rner

s in

an incl

usi

ve

lear

nin

g e

nvi

ronm

ent

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

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

(i

f ve

rified

)

Dat

e:

27

8

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Un

it 1

9:

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

lea

rnin

g a

nd

dev

elopm

ent

1.2

D

efin

e th

e ke

y co

nce

pts

and

princi

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

requirem

ents

rel

evan

t to

as

sess

men

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

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

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r 2

79

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.1

Sum

mar

ise

key

fact

ors

to c

onsi

der

w

hen

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

3.3

Exp

lain

how

to

pla

n a

holis

tic

appro

ach t

o a

sses

smen

t

3.4

Sum

mar

ise

the

types

of

risk

s th

at

may

be

invo

lved

in a

sses

smen

t in

ow

n a

rea

of

resp

onsi

bili

ty

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough t

he

pla

nnin

g p

roce

ss

4.1

Exp

lain

the

import

ance

of

invo

lvin

g t

he

lear

ner

and o

ther

s in

th

e as

sess

men

t pro

cess

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 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

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

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

28

0

BA029605 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

tes

in T

each

ing in t

he

Life

long L

earn

ing S

ecto

r

– I

ssue

1 –

August

2012 ©

Pea

rson E

duca

tion L

imited

2012

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

5.1

Exp

lain

how

to judge

whet

her

ev

iden

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

as

sess

men

t dec

isio

ns

are:

m

ade

agai

nst

spec

ifie

d c

rite

ria

va

lid

re

liable

fa

ir

6.1

Eva

luat

e th

e im

port

ance

of

qual

ity

assu

rance

in t

he

asse

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fo

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Ass

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men

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7.1

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lain

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fee

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ontr

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to t

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asse

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lain

leg

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, polic

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and

pro

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leva

nt

to a

sses

smen

t,

incl

udin

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hose

for

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ty a

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elfa

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lain

the

contr

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hat

te

chnolo

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to t

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ssm

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luat

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for

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ity

and d

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lain

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d c

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BA029605 –

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0:

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BA029605 –

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Usi

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Learn

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BA029605 –

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BA029605 –

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Annexe G: LLUK Assessment Strategy

The following assessment strategy requirements apply to all units developed by Lifelong Learning UK (now Learning and Skills Improvement Service, LSIS).

Quality assurance

Centres offering these qualifications must provide internal quality assurance to ensure assessment meets all Awarding Organisation requirements and is standardised across individual assessors, assessment locations and learners. In addition, the Awarding Organisation must ensure there is a robust system of external quality assurance to ensure quality and standardisation across centres. Awarding organisations should apply appropriate risk rating measures to individual assessment centres and ensure that robust quality assurance systems are in place to manage these risks on an individual basis.

Lifelong Learning UK will also expect the awarding organisations offering these qualifications to meet on a regular basis through an Awarding Organisation Forum to compare practice and identify issues of concern.

The following assessment strategy requirements apply to the Assessment and Quality Assurance units developed by Lifelong Learning UK, ie:

Assess Vocational skills, Knowledge and Understanding (Level 3)

Understanding the Principles and Practices of Internally Assuring the Quality of Assessment (Level 4)

Requirements for Assessors

All those who assess these qualifications must:

already hold the qualification (or previous equivalent qualification) they are assessing

have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors

have up-to-date working knowledge and experience of best practice in assessment and quality assurance

hold the following qualification or its recognised equivalent:

- the Level 3 Award in Assessing Competence in the Work Environment

Requirements for Internal Quality Assurance

All those who quality assure these qualifications internally must:

have up-to-date working knowledge and experience of best practice in assessment and quality assurance

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


- the Level 3 Certificate in Assessing Vocational Achievement

- A1 Assess candidate performance using a range of methods



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

- hold one of the following internal quality assurance qualifications or their recognised equivalent:

- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice

- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

- V1 Conduct internal quality assurance of the assessment process

- D34 Internally verify the assessment process

show current evidence of continuing professional development in assessment and quality assurance

The following assessment strategy requirements apply to all the units (developed by Lifelong Learning UK)

Requirements for assessors

All those who assess these qualifications must:

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

be occupationally competent in the units they are assessing

hold one of the following qualifications or their recognised equivalent:




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

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

Requirements for internal quality assurance

All those who provide internal quality assurance for these qualifications must:


be occupationally competent in the units they are quality assuring






hold, or be working towards, one of the following internal quality assurance qualifications or their recognised equivalent:



- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice

- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

- V1 Conduct internal quality assurance of the assessment process

- D34 Internally verify the assessment process

show current evidence of continuing professional development in learning and development, assessment and quality assurance.

Requirements for external quality assurance

All those who provide external quality assurance for these qualifications must:







hold, or be working towards, one of the following external quality assurance qualifications or their recognised equivalent:

- the Level 4 Award in Externally Assuring the Quality of Assessment Processes and Practice

- the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice

- V2 Conduct external quality assurance of the assessment process

- D35 Externally verify the assessment process.

show current evidence of continuing professional development in learning and development, assessment and quality assurance.

In terms of best practice, external quality assurance staff might also be expected to hold one of the following internal quality assurance qualifications:

the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice

the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

V1 Conduct internal quality assurance of the assessment process

D34 Internally verify the assessment process.

The following requirements apply to the units developed by the Management Standards Centre and now overseen by the Council for Administration, ie units 23 to 31

Assessors and Verifiers must demonstrate that they:

have credible expertise in management and leadership relevant to the level(s)/unit(s) they are assessing or verifying



keep themselves up to date with developments in management and leadership practice have a thorough understanding of the National Occupational Standards for management and leadership at the unit(s)/level(s) they are assessing or verifying.

In addition, Assessors and Verifiers must have:

an accredited assessor and/or verifier qualification

a related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verification

evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verification.

A qualified assessor must countersign the assessment decisions of unqualified assessors. The decisions of unqualified internal verifiers must be similarly countersigned by a qualified internal verifier.

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