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Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305)

www.cityandguilds.com September 2007 Version 1.5 (June 2008)

Level 4 Optional units Qualified Teacher Learning and Skills (QTLS) framework

Diploma in Teaching in the Lifelong Learning Sector (7305) Optional units level 4 1

About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement Access to assessment and qualifications is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2008 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

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Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305)

www.cityandguilds.com September 2007 Version 1.5 (June 2008)

Level 4 Optional units


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Contents

1 About this document 6 2 Optional units 7 2.1 About the optional units 7 2.2 The optional units 8 Unit 1 Inclusive practice 10 Assessment 13 Unit 2 Managing and responding to behaviours in a learning environment 14 Assessment 17 Unit 3 Developing and managing resources in the lifelong learning sector 19 Assessment 22 Unit 4 Working with the 14-16 age range in the learning environment 23 Assessment 26 Unit 5 Professional development planning 28 Assessment 32 Unit 6 Teaching a specialist subject 33 Assessment 36 Unit 7 Equality and diversity 37 Theory assessment 41 Practical assessment 43 Unit 8 Preparing for the coaching role 45 Assessment 48 Unit 9 Preparing for the mentoring role 49 Assessment 52 Unit 10 Evaluating learning programmes 53 Assessment 56 Unit 11 Delivering employability skills 57 Assessment 60 Unit 12 Principles and practice of instructional techniques 61 Assessment 64 Unit 13 Specialist delivery techniques and activities 66 Assessment 69 Unit 14 The coaching and mentoring roles 70 Assessment 74


1 About this document

This document contains the information that centres need to offer the optional unit(s) required at level 4 under the new arrangements for candidates working towards Qualified Teacher, Learning and Skills status (QTLS) in the QTLS framework. It applies to the following qualification:

Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) The document includes details and guidance on:

• optional unit requirements • assessments for the named units. This level 4 optional units handbook must be read in conjunction with the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) qualification handbook. The qualification handbook is contained in the Qualifications for the Qualified Teacher Learning and Skills framework (7303/7304/7305) CD ROM, issued to centres on qualification approval by their local regional office. Additional copies of the CD may be purchased from the City & Guilds Publication Sales department on 0207 294 2850, quoting reference number CD-00-7305. Individual copies of the qualification handbook may also be purchased, quoting reference number SP-11-7305. Full publication details are contained on www.walled-garden.com.


2 Optional units 2.1 About the optional units

Structure of the optional units The units in this qualification are written in a standard format and comprise the following:

• title • unit reference • unit aim • list of learning outcomes • assessment criteria • assessment outcomes • assessment questions • examples of teaching and training strategies • assessment • grading • relationship to the Standards • connection with the Minimum Core (where relevant)

Assessment pro formas Pro formas for use with the assessments detailed in this guide are contained within the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) qualification handbook. Centres are strongly recommended to use the pro formas provided, see Appendices 1-6 in the 7305 DTLLS qualification handbook. The exception to this is if a centre already has standard programmes/schemes of work and session plans which fulfil the assessment criteria. All documents must be agreed with the External Verifier if this is the case.


2 Optional units 2.2 The optional units

The Level 5 Diploma in Teaching in the Lifelong Learning Sector is a minimum 120 credit qualification, consisting of seven mandatory units (total 90 credits) and two optional units (to the total minimum value of 30credits). Candidates may select their optional units (to a minimum value of 15 credits at level 4 for Part one of the 7305 DTLLS qualification) from the list below.

Unit No* Title Credit value

Unit 1 Inclusive practice 15 credits

Unit 2 Managing and responding to behaviours in a learning environment

15 credits

Unit 3 Developing and managing resources in the lifelong learning sector

15 credits

Unit 4 Working with the 14-16 age range in the learning environment 9 credits

Unit 5 Professional development planning 15 credits

Unit 6 Teaching a specialist subject 15 credits

Unit 7 Equality and diversity 6 credits

Unit 8 Preparing for the coaching role 3 credits

Unit 9 Preparing for the mentoring role 3 credits

Unit 10 Evaluating learning programmes 3 credits

Unit 11 Delivering employability skills 6 credits

Unit 12 Principle and practice of instructional techniques 6 credits

Unit 13 Specialist delivery techniques and activities 6 credits

Unit 14 The coaching and mentoring roles 6 credits

*For details of component numbers for the specified units above, please refer to the online catalogue on Walled Garden (www.walled-garden.com)


To achieve the qualification, candidates must successfully complete the assessment(s) specified covering all DTLLS mandatory units plus those for the chosen optional unit(s). The mandatory units are provided in the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) qualification handbook.


Unit 1 Inclusive practice

Aim This aim of this unit is to enable candidates to adopt an inclusive approach to teaching and learning. Candidates will understand the different barriers to learning, and assess their impact. The candidate will explore the relevance of up-to-date legislation on current practice. In addition, candidates will identify key components of an inclusive environment and effective ways of working with colleagues. Candidates will also demonstrate knowledge and understanding of the Minimum Core specifications in literacy, numeracy, language and ICT as it relates to own specialist area.

Learning outcomes There are five outcomes to this unit. The candidate will be able to understand:

• factors which influence learning

• impact of legislation on practice and organisations

• legal and contractual responsibilities and role boundaries in relation to inclusive practice

• management of an inclusive learning environment

• how to evaluate and improve own inclusive practice.

Unit content Centres should include the following in the delivery of this unit:

• cultural, personal and social factors, including barriers to learning

• embedding good practice from Access for All into teaching

• legal and statutory requirements, eg DDA (1995), SENDA (2001), ‘Every Child matters’

• Health and Safety

• leaning difficulties and disabilities

• learning preferences, eg Dunn and Dunn, Honey and Mumford, multiple intelligences

• Issues of equality and diversity, and strategies to promote inclusion

• effective management of an inclusive learning environment

• organisational structures, eg roles, responsibilities and boundaries (including support roles, specialist support, etc)

• collaborative working practices

• points of referral – internal and external

• using feedback from learners to reflect on, evaluate and inform inclusive practice, including personal and professional development


Assessment outcomes

On successful completion of this unit, candidates will be able to:

Mapped to assessment criteria in Standards

Covered in task(s)

• discuss personal, social and cultural factors that influence learning 1.1 1

• review the impact of different cognitive, physical and sensory abilities on learning 1.2 1

• identify and summarise legislation relevant to inclusive practice 2.1 2

• review the impact of legislation related to inclusive practice on organisational policies 2.2 2

• discuss implications for own practice of legislation related to inclusion and inclusivity 3.1 2

• review own role and responsibilities in relation to inclusive practice, identifying the boundaries 3.2 3

• identify and discuss a range of learner and learning support roles and their role boundaries 4.1 3

• review points of referral available to meet individual learning needs 4.2 3

• review key components and resulting benefits of an effective inclusive learning environment 4.3 3

• discuss issues of equality and diversity and ways to promote inclusion 4.4 3

• review strategies for effective coordination between the teacher and learner and learning support team(s), identifying good practice

5.1 4

• review own approaches, strengths and development needs in relation to inclusive practice, using reflection and feedback from learners

5.2 4

• discuss ways to develop and improve own skills in inclusive practice 5.3 4

Examples of teaching and learning strategies Teaching and learning strategies could include:

• modelling

• case studies

• lectures

• small and large group activities

• peer work

• observations

• presentations

• workshop activities

• activity based learning

• self-directed study

• research activities.


Assessment This unit will be assessed by one optional unit assessment at level 4 provided at the end of this unit. Candidates must have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for this assessment, and candidates must evidence that they have individually met the required standards outlined in each assessment.

Grading Grading of assessments for this unit is pass or refer.

Relationship to the Standards This unit contributes to the knowledge and understanding required by LLUK’s Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector in England:

Optional unit of assessment Mapped to assessment criteria in Standards

Level 4 Inclusive practice 1.1, 1.2 2.1, 2.2 3.1, 3.2 4.1, 4.2, 4.3, 4.4 5.1, 5.2, 5.3


Unit 1 Inclusive practice Assessment

About this assessment This assessment is to be used to assess candidates undertaking Unit 1 Inclusive practice.

Instructions for Candidates Candidates are required to

1 analyse the characteristics which influence the learning of a group of learners

2 review legislative requirements relating to inclusive practice and consider their implications

3 describe what they consider to be the most significant barriers to learning for the adult learners that they teach, and include a discussion of what they or their organisation has done to overcome these barriers (1500 -2000 words)

4 describe the systems that their organisation has in place to monitor the effectiveness of their inclusive practice, and discuss how they monitor, evaluate and improve their own skills in inclusive practice.

Instructions for Tutors This assessment must be used in conjunction with the assessment outcomes for this unit. A clear audit trail must be provided, showing that each assessment outcome has been met, and where it can be found. At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in:

• an understanding of the relationship between theory, principles and practice

• evidence of research and reading

• evidence of consideration of practice that is in accordance with professional values

• an academic style of writing, in which a recognised system of referencing is used; Harvard system is recommended. Writing should be concise, and candidates should provide evidence of careful planning.

Centres are strongly recommended to use the pro formas provided, see Appendices 1-6 in the 7305 DTLLS qualification handbook. The exception to this is if a centre already has standard programmes/schemes of work and session plans which fulfil the assessment criteria. All documents must be agreed with the External Verifier if this is the case. Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.

Grading Grading for assessments for this unit is pass or refer.




Aim The aim of this unit is to enable candidates to understand characteristics and behaviours and their impact on the learning environment. The unit will promote understanding of the legislation and organisational policies which will enable them to manage disruptive behaviour and encourage positive behaviour, evaluating and improving their own practice.


• the characteristics and impact of a range of behaviours that may occur in the learning environment

• legislation and organisational policies relating to managing behaviour in the learning environment

• how to encourage behaviours that contribute to an effective learning environment

• how to manage behaviours that disrupt an effective learning environment

• how to evaluate and improve own practice in managing different behaviours in a learning environment.


• the perspective created by the European Convention on Human Rights.

• UK legislation relating to discrimination, eg disability, race, religion, gender and sexual orientation, employment equality, health and safety, with particular reference to the rights of individuals and responsibilities of organisations

• relevant government initiatives, policies and regulations, eg Every Child Matters, Safeguarding Children, bullying

• organisational policies derived from legislation and initiatives

• the range of behaviours that occur in learning environments and their consequences for individuals and learning.

• factors influencing behaviour, with reference to relevant theories: o behaviour as a social phenomenon – group dynamics, peer group, environmental

factors, culture o behaviour and the individual – self image and ideal self; maturity; attitudes, values

and beliefs; disorders and disabilities; motivation, emotion and social skills

• strategies for, and styles of, managing behaviour: o leadership in the learning environment o disciplinary approaches o restorative approaches o whole organisation approach o team work and the roles of others in the organisation o other agencies and services o mentoring and coaching.


Assessment outcomes



Covered in task(s)

• summarise a range of behaviours that may occur in the learning environment 1.1 2a

• review a range of factors that may underlie different behaviours in the learning environment 1.2 2b

• analyse the impact of different behaviours on the learning environment 1.3 2a

• summarise legislation relevant to managing behaviour in the learning environment 2.1 2c

• review organisation policies relevant to managing behaviour in the learning environment identifying any areas for improvement 2.2 2d

• review ways of encouraging behaviours that contribute to an effective learning environment 3.1 2f

• use strategies for encouraging behaviours that contribute to an effective learning environment 3.2 2e

• review ways of managing behaviours that disrupt an effective learning environment 4.1 2f

• use strategies for managing behaviours that disrupt an effective learning environment 4.2 2f

• review own approaches, strengths and development needs in relation to managing different behaviours in the learning environment

5.1 2f

• discuss ways to adapt and improve own practice in relation to managing different behaviours in the learning environment. 5.2 2f


• modelling

• case studies

• lectures


• peer work

• observations

• presentations


• activity based learning








Level 4 Managing and responding to behaviours in a learning environment

1.1, 1.2 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.1, 5.2



Assessment

About this assessment This assessment is to be used to assess candidates undertaking Unit 2 Managing and responding to behaviours in a learning environment.

Instructions for Candidates Candidates are required to 1 research and write an assignment about managing behaviour in a learning environment. The

assignment should:

a use their experience of teaching as a source for describing a range of behaviours and analyse their impact on learners and learning

b make reference to relevant theories as well as your own observations to identify a range of factors which may influence behaviour

c outline the main features of legislation that relate to managing behaviour in the lifelong learning sector

d describe the key features of organisational policies identifying any areas for improvement

e outline strategies that are available for encouraging positive behaviour and managing behaviours that disrupt an effective learning environment

f review the approaches that they have employed in managing behaviour and discuss possible improvements.






Centres are strongly recommended to use the pro formas provided, see Appendices 1-6 in the 7305 DTLLS qualification handbook. The exception to this is if a centre already has standard programmes/schemes of work and session plans which fulfil the assessment criteria. All documents must be agreed with the External Verifier if this is the case.


Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.





Aim The aim of this unit is to enable candidates to identify, differentiate, manage and analyse the effectiveness of resources to meet the needs of learners in different contexts. It also explores the principles, theories and design of resources.

Learning outcomes There are six outcomes to this unit. The candidate will be able to understand:

• the types of resources and their purpose

• and demonstrate how to produce resources, including use of new and emerging technologies

• ways to ensure that resources are inclusive

• and demonstrate ways of using and managing resources

• legal requirements and responsibilities in relation to use of resources

• how to evaluate and improve own use of resources.

Unit content Centres should include the following in the delivery of this unit

• application of theories and principles of inclusive curriculum design to resource development and use

• sources; embedded learning materials, QIA (formerly Standards Unit) materials; nationally and locally developed materials; websites; commercial;

• differentiation of resources to meet individual needs and different contexts; outcomes, learner ability, needs and aspirations; literacy, language, numeracy and ICT demands;

• effectiveness and appropriacy of resources (equipment, materials, staff, facilities); application of new and emerging technologies; VLE; self access/study

• legal requirements and implications; copy right laws, IPR, media; terms and conditions of use

• resource evaluation; appropriacy, purpose, accessibility, equality and diversity, readability; clarity; presentation; language use; relevance to subject specialism; equipment; technology requirements;

• planning and developing opportunities for own learning and practice in resource design;

• collaborative approaches to resource development and management


Assessment outcomes



Covered in task(s)

• Discuss the purpose of resources in relation to effective practice 1.1 1

• Review the effectiveness of different types of resources in meeting individual learning needs

1.2 1

• Review the use of a range of resources for specific learning contexts

1.3 1

• Review a wide range of sources to inform resource development

2.1 2

• Plan, design and justify a range of appropriate subject specialist resources to engage learners, including the use of new and emerging technologies

2.2 2

• Review ways to adapt a range of resources to ensure an inclusive approach

3.1 2

• Explain and justify the inclusiveness of own use of resources 3.2 2

• Demonstrate effective use of equipment as a resource for own practice

4.1 2

• Review effective practice in storing, cataloguing and sharing resources

4.2 3

• Define intellectual property rights and copyright and their potential implications for the production and use of materials

5.1 3

• Review own approaches, strengths and development needs in relation to resource design and management

6.1 2

• Discuss ways to adapt and improve own practice in relation to resource development and management

6.2 2


• lectures


• presentations


• experiential learning

• trial and evaluation


• on-line learning







Level 4 Developing and managing resources 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.1 6.1, 6.2



Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 3 Developing and managing resources in the lifelong learning sector.


1 Discuss the purpose of resources in relation to inclusive practice, then review a range of different types of resources, paying particular attention to their effectiveness in meeting individual learner needs.

2 Design three resources for your skill specialism, one of which must incorporate the use of emerging technologies, and analyse how they will engage learners. Review and justify them to show how they could be adapted/developed to enhance inclusive practice.

3 Define intellectual property rights and relevant legislation. Discuss the implications of these to organisations and to tutors.










Unit 4 Working with the 14-16 age range in the learning environment

Aim The aim of this unit is to enable candidates to. understand current educational provision for 14-16 years olds, including the roles and responsibilities of teachers working with this age group. Candidates will develop essential understanding of the learning and emotional needs of young people, as well as relevant strategies and techniques to manage their learning. The unit explores how to plan learning sessions for this age range, including the integration of communication, number and ICT, as well as relevant assessment methods. Candidates will understand how improve their practice through personal reflection and feedback from others.


• current educational provision and ongoing developments for14-16 year olds

• the learning and emotional needs of 14 to 16 year olds

• the roles and responsibilities of the teacher working with 14-16 year olds

• and demonstrate use of techniques and strategies to manage the learning of 14-16 year olds

• how to plan, enable and assess learning for 14-16 year olds

• how reflection, evaluation and feedback can be used to improve own practice in working with 14-16 year olds.

Unit content Centres should include the following in the delivery of this unit

• Government and local policies, regulations and legislation relating to the education of young people in this age group, including:

o 14-19 Education and Skills White Paper o Higher Standards White Paper o Youth Matters Green Paper

• 14-19 Implementation plans (Dept for Children, Families and Schools, and local)

• Every Child Matters

• Children Act 2004

• SENDA

• Local provision and prospectuses for 14-19 year old learners

• Bullying and behaviour policies

• Qualifications appropriate to the age range

• Essential skills of communication, application of number and ICT

• Inclusion

• Recording and reporting arrangements

• Learning support provison

• School and other learning environments for this age range

• Development – principles and characteristics relating to the age group

• Self-image and social factors influencing learning for this age group


• Motivating young people of various backgrounds and abilities

• Techniques and strategies for managing learning of 14 to 16 year olds

• How to obtain meaningful feedback

• Principles of reflection, gathering feedback and evaluation.

Assessment outcomes



Covered in task(s)

• review the current provision for 14-16 year olds in the compulsory and post compulsory sectors 1.1 1

• analyse the relationship between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

1.2 1

• review the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

1.3 1

• review learning models that are appropriate for 14-16 year olds

2.1 2

• analyse the stages of emotional development of 14-16 year olds

2.2 2

• review the legal framework and key legislation relating to working with 14-16 year olds

3.1 1

• analyse own role and responsibilities in relation to working with 14-16 year olds

3.2 4

• evaluate the impact on own practice of legislation relating to working with 14-16 year olds

3.3 1

• discuss ways of managing the learning of 14-16 year olds in the learning environment

4.1 3

• use techniques and strategies to manage the learning of 14-16 year olds in the learning environment

4.2 3

• plan learning sessions to meet the needs of 14-16 year olds integrating the key skills of communication, application of number and ICT as appropriate.

5.1 3

• use a range of teaching and learning approaches that are appropriate for 14-16 year olds

5.2 3

• review a range of assessment methods that are appropriate for 14-16 year olds

5.3 3

• use a range of assessment methods that are appropriate for 14-16 year olds

5.4 3

• use regular reflection and feedback from others, including learners, to evaluate own practice in working with 14-16year olds, making recommendations for modification as appropriate

6.1 4



• lectures


• presentations


• experiential learning

• trial and evaluation


• on-line learning






Level 4 Working with the 14-16 age range in the learning environment

1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2, 3.3 4.1, 4.2 5.1, 5.2, 5.3, 5.4 6.1


Unit 4 Working with the 14-16 age range in the learning environment

Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 4 Working with the 14-16 age range in the learning environment.


1 research and write a report on current provision for 14 to 16 year olds and the legal framework in which it operates. Comment on how this has changed, evaluating its impact on your practice, and how working with the age group is affected by legislation. Include in your answer an outline of the roles of both the compulsory and post-compulsory sectors, showing how the relationship between them is evolving in your locality.

2 write an account of approaches to learning that have relevance to 14-16 year olds, and to the management of their learning. Consider the emotional development of people within this age range in your answer.

3 for an identified group of 14 to 16 year old learners, provide a reflective account of your planning and management of learning, your choice of techniques, and methods of assessment. Make reference to the range of techniques and methods available for managing learning and assessment.

4 Identify key aspects of your own role and responsibilities in relation to 14 to 16 year old learners, and use this as a basis for evaluating your own practice with learners of this age. Your evaluation must include ways of improving your practice.











Unit 5 Professional development planning

Aim The aim of this unit is to enable the learner to prepare a professional development plan, and understand how to use personal development planning strategies for improving their own practice. Learners will be able to identify potential opportunities and difficulties in the application of theories and inclusive principles of learning and communication in their own specialist area. Learners will also be introduced to preparation for studying at a higher level.

Learning outcomes There are four outcomes to this unit. The candidate will:

• understand and demonstrate how to prepare a professional development plan

• understand and demonstrate how to use professional development planning strategies for improving planning and assessment practice in own specialist area

• understand the potential opportunities and difficulties in the application of theories and principles of learning and communication to inclusive practice in own specialist area

• understand and demonstrate how to prepare for studying at a higher level


• different models of professional development plans

• the purpose and use of professional development plans

• how to prepare and revise professional development plans

• how to identify and development goals

• SMART targets/outcomes

• how to plan for own development

• assessment for learning vs. assessment of learning

• national debates around planning and assessment practice

• the role of the mentor

• how to give and receive feedback

• theories and principles of learning and communication.


Assessment outcomes



Covered in task(s)

• summarise key strengths and areas for development in relation to own learning needs, including minimum core skills in literacy, language, mathematics and ICT

1.1 1

• summarise key strengths and areas for development in relation to professional development in own specialist area including implementation of the minimum core of literacy, language, mathematics and ICT

1.2 1

• summarise own key development goals and timescales for their achievement drawing on feedback from tutors and mentor

1.3 1

• summarise/review key strengths and areas for development in own planning and assessment practice

2.1 2

• discuss how assessment data can be used to inform the planning and enabling of learning

2.2 2

• discuss the differences between ‘assessment for learning’ and ‘assessment of learning’ and the impact on own practice

2.3 2

• review the impact of key national debates on planning and assessment on own practice

2.4 2

• review planning and assessment practices in other curriculum areas and contexts, identifying good practice which could be adopted in own specialist area

2.5 2

• evaluate own practices in planning and informal and formal assessment in relation to supporting the development of learners’ functional skills

2.6 2

• review the role of mentorship in preparing for, contributing to and feeding back on own planning and assessment practice

2.7 2

• review and revise own professional development plan in relation to planning and assessment practice, drawing on feedback from a range of sources including teaching observations

2.8 2

• analyse the impact of theory in informing subject specialist pedagogy, including implementation of the minimum core

3.1 3

• reflect on pedagogy of own specialist area and implementation of the minimum core to generate personal theory

3.2 3

• review the application of theories and principles of learning and communication in other curriculum areas and contexts identifying good practice which could be adopted in own specialist area

3.3 3

• analyse the role of mentorship in own learning, in relation to own professional development, including meeting the needs of individual learners

3.4 2




Covered in task(s)

• review and revise own professional development plan in relation to theories and principles of learning and communication, drawing on feedback from a range of sources including teaching observations

3.5 2

• review key strengths and areas for development in relation to own learning needs for studying at a higher level, drawing on experiences of studying at current level

4.1 1

• review and revise own professional development plan to include own key development goals in relation to higher study, identifying timescales for their achievement.

4.2 1


• ice breaker activities

• group discussions

• presentations

• case studies

• role play

• completion of learning style questionnaires


• reading


Assessment The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.

Grading Grading of assessment(s) for this unit is pass or refer.


Relationship to the Standards This unit contributes to the knowledge and understanding required by LLUK’s Professional Standards for Teachers, Tutors, Trainers, and Assessors in the Lifelong Learning Sector in England:


Level 4 Professional development planning 1.1, 1.2, 1.3 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 3.1, 3.2, 3.3, 3.4, 3.5 4.1, 4.2


Unit 5 Professional development planning Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 5 Professional development planning.

Instructions for Candidates Candidates are required to:

1 Summarise key strengths and areas for development in relation to own training needs, including minimum core. Using feedback from your tutor and mentor, summarise your own key development goals and timescales. Review and revise your current professional development plan to include key development needs and goals in preparation for higher study.

2 Construct a professional development plan using strategies for improving planning and assessment practice. Evaluate, review and analyse how the role of the mentor, formal and informal assessment, different models of feedback and key national debates on planning and assessment impact on own practice. Review good practice in planning and assessment in other specialist areas that could be adopted in your own specialist area.

3 Review the application of theories and principles of learning and communication in other curriculum areas that could be adopted as good practice in own specialist area. Analyse the impact of theory in informing subject specialist pedagogy and reflect how this might generate personal theory.

Instructions for Tutors This assessment must be used in conjunction with the assessment outcomes for this unit. A clear audit trail must be provided, showing that each assessment outcome has been met, and where it can be found. Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.




Unit 6 Teaching a specialist subject

Aim The aim of this unit is to enable the learner to understand approaches to teaching a specialist subject, considering curriculum and inclusion issues in his/her approach. Learners will build knowledge and understanding of the aims and structure of a range of courses and qualifications in their own specialist area, build understanding of principles of inclusivity and key curriculum issues, and will learn about a range of specialist resources to support inclusive learning and teaching. Joint working and a review of own approaches to teaching will also be undertaken, allowing learners to develop skills in self–reflection and planning for own learning and development.

Learning outcomes There are six outcomes to this unit. The candidate will understand:

• the aims and philosophy of education and training in own specialist area

• the aims and structure of a range of courses and qualifications available to learners in own specialist area

• principles of inclusive learning and teaching, and key curriculum issues in own specialist area

• how to use a range of specialist resources for inclusive learning and teaching

• and demonstrate how to work with other teachers and trainers within own specialist area

• how to evaluate, improve and update own specialist knowledge and skills.


• identifying subject specialisms within an overall educational, or training environment

• defining a subject specialism

• philosophical issues in education and training, and with particular reference to a specific specialism

• defining and identifying aims of a specialism

• identifying key characteristics of qualifications and courses in a specialist area

• principles of inclusion

• inclusion issues particularly common to a specialist area

• how new and emerging technologies affect learning and delivery in a specialist are

• team working and the roles of others within the learning environment

• evaluation, reflection and review.


Assessment outcomes



Covered in task(s)

• review key aims of education and training in own specialist area 1.1 1

• discuss key philosophical issues relating to education and training in own specialist area

1.2 1

• summarise the aims and structure of a range of key courses and qualifications in own specialist area

2.1 1

• justify how own approach to the planning and preparation of a particular course or qualification in own specialist area enables the identified aims to be met

2.2 2

• discuss the inclusiveness of own approach to the planning and preparation of a particular course or qualification in own specialist area takes account of key curriculum issues, including the role of new and emerging technologies

3.1 2

• review a range of learning and teaching resources, including new and emerging technologies, discussing their effectiveness in meeting individual learning needs

3.2 2

• review planning and assessment practices in other curriculum areas and contexts, identifying good practice which could be adopted in own specialist area

4.1 3

• evaluate and justify the inclusiveness of own use of a range of resources

4.2 2

• review a range of opportunities for liaison with other teachers and trainers within own specialist area

5.1 4

• review the impact of liaison with other teachers and trainers within own specialist area on won practice

5.2 4

• review own approaches, strengths and development needs in relation to own specialist knowledge and skills

6.1 5

• discuss ways to develop and update own specialist knowledge and skills

6.2 5




• presentations

• case studies

• role play



• reading



Assessment The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.




Level 4 Teaching a specialist subject 1.1, 1.2 2.1, 2.2 3.1, 3.2 4.1, 4.2 5.1, 5.2 6.1, 6.2


Unit 6 Teaching a specialist subject Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 6 Teaching a specialist subject.


1 select a course or group of courses within your own specialist area. Identify and review the key aims of your subject specialism, and discuss the key philosophical issues associated with it. Provide a summary of the aims and structures of course(s).

2 outline the planning and preparation of a course within your specialism and justify how these meet the aims you have outlined in task 1). Discuss how well your approach to planning and preparation addresses inclusion within the course, and justify your approach in relation to key curriculum issues, including the role of new and emerging technologies. Outline the resources that you use and justify the way(s) in which you use them.

3 provide examples of individual needs that arise in classes within your specialism. Review a range of learning and teaching resources in relation to their general effectiveness, and as ways of addressing the needs identified.

4 review opportunities for liaison with other teachers within your specialist area and the impact of such liaison.

5 evaluate your own approaches to the subject specialism, identifying your strengths and development needs in relation to the knowledge and skills within the specialism. Discuss ways of enhancing your skills and knowledge in relation to the current demands of the specialism.

Instructions for Tutors This assessment must be used in conjunction with the assessment outcomes for this unit. A clear audit trail must be provided, showing that each assessment outcome has been met, and where it can be found. Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.




Unit 7 Equality and diversity

Aim This optional unit aims to enable candidates to reflect on equality and diversity in educational settings. Candidates will be expected to demonstrate knowledge of cultures that promote equality and value diversity. Candidates will be enabled to develop their own strategy for effective communication in this context, and ways of addressing behaviour that does not promote equality and diversity. Candidates will be required to demonstrate their knowledge of relevant legislation.


• key features of a culture which promotes equality and values diversity

• the importance of the promotion of equality and valuing of diversity for effective work in the sector

• how to demonstrate behaviour appropriate to the promotion of equality and valuing of diversity

• how to actively help others in the promotion of equality and valuing of diversity

• how to review own contribution to promoting equality and valuing diversity.


• the scope of Equality & Diversity – legislation & principles, eg o Children Act 2004 o Every Child Matters o SENDA 2001 o Disability Discrimination Act 2005 o Human Rights Act 1998 o Race Relations Acts 1976 and 2003 o Sex Discrimination Act

• how to apply and promote the principles of equality and diversity in education & training, and society

• demonstrate good practice in equality and diversity, at appropriate institutional and individual levels, to address inclusion and discrimination

• demonstrate effective communication in this context

• identify the benefits of a positive approach to equality and diversity for individuals, groups and organisations

• how to adapt learning situations and resources to address needs

• how to identify sources of expert information and support

• identify barriers to inclusion and sources of discrimination (individual & institutional)

• develop strategies for dealing with discrimination

• plan for inclusion.


Assessment outcomes



Covered in task(s)

• analyse the meaning and benefits of diversity and the promotion of equality

1.1 1a theory

• analyse forms of inequality and discrimination and their impact on individuals, communities and society

1.2 1b theory

• discuss how relevant legislation, employment regulations, policies and codes of practice relevant to the promotion of equality and valuing of diversity

1.3 1c theory

• discuss how the promotion of equality and diversity can protect people from risk of harm

2.1 1a theory

• evaluate action taken to value individuals and its impact 2.2 1b theory

• summarise and demonstrate good practice in providing individuals with information

2.3 1c theory

• explain and demonstrate ways of communication and behaviour which support equality and diversity

3.1 1f theory

• analyse impact of own behaviour on individuals and their experience of the organisation’s culture and approach

3.2 1d theory

• review the impact of how own behaviour can impact on own organisation’s culture

3.3 1d theory

• explain and demonstrate how working with other agencies can promote diversity

3.4 1e theory

• analyse actions by individuals which can undermine equality and diversity and review strategies for dealing with these effectively

4.1 1b theory

• evaluate strategies for dealing with systems and structures which do not promote equality and diversity

4.2 1e theory

• evaluate own strengths and areas for development in promoting equality and valuing diversity, using reflection and feedback from individuals

5.1 4 practice

• identify, use and evaluate appropriate sources for support in promoting equality and valuing diversity, explaining why this is necessary.

5.2 4 practice




• presentations

• case studies

• role-play

• completion of learning-style questionnaires



• reading


Contact and non-contact hours It is recommended that 30 contact hours and 30 non-contact hours should be allocated for this unit. This may be on a full time or part time basis.

Assessment This unit is assessed through practical and theory assessment tasks for Equality and diversity, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for either assessment. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.


Additional information for this unit Candidates should be encouraged to observe an experienced practitioner in their subject area, this could be their mentor. However, this does not form part of the assessment criteria, but is deemed good practice.


Informed by application document elements

AA1 Promote equality and value diversity (mapped to Skills for Justice, Common Standards)

Optional unit of assessment

Level 4 Equality and diversity

Knowledge (K) included in this unit: K1, K2, K3, K4, K7, K8, K10, K11, K12, K13, K14, K16, K17, K18, K19

Performance Criteria (PC) included in this unit: PC1, PC2, PC3, PC4, PC 5, PC6, PC7, PC8, PC9


Informed by application document elements

Optional unit of assessment

PC1 explanatory notes (relevant to AC 1.3). Legislation, employment regulations and policies, and codes of practice will include: age; employment; dependents (people who have caring responsibilities and those who do not); disability; gender and transgender; human rights (including those of children); language; learning disabilities; marital status/civil partnership; mental health/illness; political opinion; racial group; religious belief and non-belief; sexual orientation; Welsh language

K10 explanatory notes (relevant to AC 3.1) – how to behave and communicate in ways that:

• support equality and diversity

• do not exclude or offend people

• challenge discrimination effectively

• respect individuals’ differences

• do not abuse own status and power

• recognise difficulties in communication and language in own area of work

PC2 explanatory notes (relevant to AC 3.1). This will include:

• how you interact with people; when you interact; why you interact; what is the nature of the interaction; what information you record and how you record it

PC9 explanatory notes (relevant to AC 5.2). An appropriate source for support might be: colleagues; external agencies, associations and groups with a focus on equality and diversity; learning and development opportunities; line manager; specific support service arranged within the organisation; staff association / trade union; written/electronic materials.


Unit 7 Equality and diversity • Theory assessment

About this assessment This assessment is to be used to assess candidates undertaking the theory section of Unit 7 Equality and diversity.


1 research the following points

a meaning and benefits of diversity and the promotion of equality and how this can protect people from risk of harm

b forms of inequality and discrimination and their impact on individuals, communities and society

c relevant legislation, employment regulations and policies and codes of practice relevant to the promotion of equality and valuing of diversity

d own experiences of their organisation’s culture, strategies and approach

e strategies for dealing with systems and structures which do not promote equality and diversity and how working with other agencies can promote diversity

f undertake a professional discussion explaining ways in which your behaviour and communication can support equality and diversity

2 produce a written rationale of between 750 and 1000 words for all areas of research in 1) above, a methodology for their area of research, their approach taken and a précis of their findings. Make links with the relevant aspects of the practical assessment for this unit.

3 evidence their research undertaken, eg through notes, internet findings etc.


• an understanding of the relationship between theory/principles and practice



• an academic style of writing, in which a recognised system of referencing is used.(Harvard system is recommended). Writing should be concise, and candidates should provide evidence of careful planning.

Centres are strongly recommended to use the pro formas provided, see Appendices 1-6 in the Level 5 Diploma in Teaching in the Lifelong Learning Sector Qualification handbook. The exception to this is if a centre already has standard programmes/schemes of work and session plans which fulfil the assessment criteria. All documents must be agreed with the External Verifier if this is the case.


Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.



Unit 7 Equality and diversity Practical assessment

About this assessment This assessment is to be used to assess candidates undertaking the practical section of: Unit 7 Equality and diversity.


1 prepare session plans which incorporate evidence of equality and diversity, including relevant resources selected (this can be for groups and/or individuals)

2 deliver sessions effectively, demonstrating ways of communication and behaviour which support equality and diversity

3 complete relevant records, and support and liaise with others as necessary

4 evaluate their delivery, identifying own strengths and areas for development in promoting equality and valuing diversity to protect people from risk of harm, using effective communication, and log their teaching practice on Form 9.

Instructions for Tutors / Observers This assessment must be used in conjunction with the assessment outcomes for this unit. A clear audit trail must be provided, showing that each assessment outcome has been met, and where it can be found. The Tutor/Observer should observe at least one delivery session as part of the candidate’s 30 hours teaching practice (for at least 30 minutes), using Form 6 and give feedback. The candidate must use Form 7 to evaluate their own practice after each session and log their hours on Form 9. At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in:





Centres are strongly recommended to use the pro formas provided, see Appendices 1-6 in the Level 5 Diploma in Teaching in the Lifelong Learning Sector Qualification handbook. The exception to this is if a centre already has standard programmes/schemes of work and session plans which fulfil the assessment criteria. All documents must be agreed with the External Verifier if this is the case. Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds’ policy document Access to Assessment, available to download from www.cityandguilds.com.




Unit 8 Preparing for the coaching role

Aim This unit aims to enable candidates to adopt a critical approach to theories and techniques relating to coaching in an educational context. Candidates will analyse roles and responsibilities in addition to individual coaching needs. Candidates will reflect on potential barriers to coaching and on creating an appropriate coaching environment/relationship.


• own role and responsibilities in relation to coaching

• ways to identify individual coaching needs

• key techniques to establish and maintain an effective coaching relationship

• how to review progress

• how to evaluate the effectiveness of own practice.


• roles and responsibilities of being a coach

• boundaries in coaching

• benefits of coaching

• referral agencies, internal, external

• coaching skills

• how to set ground rules

• motivation theories – eg Maslow, Hertzberg, Vroom

• action planning techniques

• equality, inclusivity, diversity and differentiation

• coaching individuals and coaching groups

• learning styles – pragmatist, activist, theorist, reflector, VARK

• coaching styles, eg GROW

• goal setting – end goal, performance goal

• goal writing – SMART, PURE, CLEAR

• barriers to coaching, intrinsic and extrinsic

• assessment and review techniques

• the importance of confidentiality

• creating an environment conducive to coaching

• principles of evaluation and quality improvement and how coaching can support this

• theories and principles of reflective practice and how these can be applied to own development.


Assessment outcomes



Covered in task(s)

• identify and analyse the role and responsibilities of the coach, discussing the boundaries of the role.

1.1 1

• identify and discuss the qualities and skills required in a coach 1.2 1

• identify and justify resources and/or materials required for coaching

1.3 1

• identify and discuss individual learning needs that can be met through coaching

2.1 1

• identify and discuss individual learning styles that need to be considered when coaching

2.2 1

• identify and discuss styles of coaching to meet learner needs 3.1 1

• discuss and demonstrate the importance of a code of conduct, ground rules and confidentiality in a coaching relationship

3.2 1

• discuss and demonstrate ways of assisting coachees to clarify their goals and explore options to facilitate their achievement

3.3 1

• discuss and demonstrate how potential barriers to learning may be identified and overcome

3.4 1

• discuss and demonstrate ways of building rapport with individuals in coaching sessions

3.5 1

• discuss and demonstrate ways of creating an environment in which effective coaching can take place

3.6 1

• explain how to review the coachee’s progress, identifying and taking action as required

4.1 2

• discuss and apply good practice in providing feedback to learners on their progress

4.2 2

• identify appropriate opportunities in the organisation to apply learning received through coaching

4.3 2

• use reflective practice and feedback from others to review own coaching role and identify areas for development, suggesting modifications to own practice as necessary.

5.1 2




• presentations

• case studies

• role play



• reading



Contact and non-contact hours It is recommended that 15 contact hours and 15 non-contact hours should be allocated for this unit. This may be on a full or part time basis.

Assessment This unit is assessed through the assessment tasks for Preparing for the coaching role, provided at the end of this unit. For details on the qualification structure, please refer to section 2.2, in the Level 3/4 Certificate in Teaching in the Lifelong Learning Sector Qualification handbook. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.

Additional information for this unit Candidates undertaking this optional unit cannot select optional unit Preparing for the mentoring role at either level 3 or level 4.




Level 4 Preparing for the coaching role 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 4.1, 4.2, 4.3 5.1


Unit 8 Preparing for the coaching role Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 8 Preparing for the coaching role.


1 identify, analyse and justify the roles, responsibilities and boundaries of the coach and the purpose of coaching in the educational context, with reference to (500 – 750 words):

a qualities and skills

b resources and materials

c inclusive practice

d progress reviews

2 using your Reflective Learning Journal, critically analyse the role of feedback in

a supporting learners

b your own professional development.










Unit 9 Preparing for the mentoring role

Aim This unit aims to enable candidates to adopt a critical approach to theories and techniques relating to mentoring in an educational context. Candidates will analyse roles and responsibilities in addition to id individual mentoring needs. Candidates will reflect on potential barriers to mentoring and on creating an appropriate mentoring environment/relationship.


• own role and responsibilities in relation to mentoring

• ways to identify individual mentoring needs

• key techniques to establish and maintain an effective mentoring relationship

• how to review progress



• roles and responsibilities of being a mentor

• boundaries in mentoring

• referral agencies, internal, external

• professional value base when working with mentorees

• mentoring skills

• supervision and the part it might play

• identification of mentoring needs

• mentoring styles

• how to set ground rules and codes of conduct

• the importance of confidentiality

• identification of when confidentiality is not possible

• creating an environment conducive to mentoring

• personal goal and target setting

• confirmation strategies

• how to build a rapport

• feedback techniques

• theories and principles of reflective practice and how these can be applied to own development

• how to end the mentoring relationship.


Assessment outcomes



Covered in task(s)

• identify and analyse the role and responsibilities of the mentor, discussing the boundaries of the role

1.1 1

• identify and discuss the qualities and skills required in a mentor 1.2 1

• identify and justify resources and/or materials required for mentoring

1.3 1

• identify and discuss individual learning needs that can be met through mentoring

2.1 1

• identify and discuss individual learning styles that need to be considered when mentoring

2.2 1

• identify and discuss styles of mentoring to meet learner needs 3.1 1

• discuss and demonstrate the importance of a code of conduct, ground rules and confidentiality in a mentoring relationship

3.2 1

• discuss and demonstrate ways of assisting mentorees to clarify their goals and explore options to facilitate their achievement

3.3 1

• discuss and demonstrate strategies which can be used to clarify situations and overcome misunderstandings

3.4 1

• discuss and demonstrate ways of building rapport with individuals in mentoring sessions

3.5 1

• discuss and demonstrate ways of creating an environment in which effective mentoring can take place

3.6 1

• explain how to review the mentoree’s progress, identifying and taking action as required

4.1 2

• discuss and apply good practice in providing feedback to mentorees on their progress

4.2 2

• use reflective practice and feedback from others to review own mentoring role and identify areas for development, suggesting modifications to own practice as necessary

5.1 2




• presentations

• case studies

• role play



• reading




Assessment This unit is assessed through the assessment tasks for Preparing for the mentoring role, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.


Additional information for this unit Candidates undertaking this optional unit cannot select optional unit Preparing for the coaching role at either Level 3 or Level 4.



Level 4 Preparing for the mentoring role 1.1, 1.2, 1.3 2.1, 2.2 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 4.1, 4.2, 4.3 5.1


Unit 9 Preparing for the mentoring role Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 9 Preparing for the mentoring role


1 Identify, analyse and justify the roles, responsibilities and boundaries of the Mentor and the purpose of mentoring in the educational context, with reference to (500 – 750 words):

a qualities and skills

b resources and materials

c inclusive practice

d progress reviews.

2 using your Reflective Learning Journal, critically analyse the role of feedback in

a supporting learners

b your own professional development.










Unit 10 Evaluating learning programmes

Aim This unit aims to enable candidates to evaluate the effectiveness of learning programmes, applying principles, devising frameworks and analysing data.


• the principles of evaluating learning programmes

• and use appropriate evaluation methods

• how to collect and analyse data for the purpose of evaluating learning programmes

• how evaluation results can be used to improve learning programmes



• the importance of evaluating learning programmes

• different methods of evaluating learning programmes, including o learner feedback o peer feedback o self-reflection o self-evaluation o learner achievement o bench marking against national / local standards

• different methods of collecting feedback data, including o questionnaires o focus groups o discussion

• qualitative and quantitative data collection

• key performance indicators and how they work

• legal implications of obtaining, storing and using data

• how to analyse data

• methods of presenting findings, eg visual, oral, tables, graphs etc

• how to use evaluations to improve teaching programmes

• the effectiveness and appropriateness of evaluation methods used.


Assessment outcomes



Covered in task(s)

• identify and analyse the principles of evaluating learning 1.1 1

• discuss how the principles can be applied to learning programmes

1.2 1

• identify and develop an appropriate framework for the evaluation of learning programmes

2.1 2

• devise appropriate objectives in order to achieve evaluation aims

2.2 1

• identify, justify and apply appropriate methods for evaluating the effectiveness of learning programmes

2.3 2

• identify and apply relevant guidelines and legislation relevant to the collection and analysis of data

3.1 1

• identify, justify and apply methods for the collection of data to be used for evaluation of learning programmes

3.2 2

• identify, justify and apply methods for the analysis of data to be used for evaluation of learning programmes

3.3 1 / 2

• use appropriate techniques and methods to present an analysis of the evaluation results

4.1 2

• explain how the results can be used to improve learning programmes, indicating factors to be taken into consideration in their implementation.

4.2 2

• review own practice in evaluating learning, reflecting on validity and reliability of data collected and the effectiveness of methods used.

5.1 3




• presentations

• case studies

• role play



• reading




Assessment This unit is assessed through the assessment tasks for Evaluating learning programmes, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.




Level 4 Evaluating learning programmes 1.1, 1.2 2.1, 2.2, 2.3 3.1, 3.2, 3.3 4.1, 4.2 5.1


Unit 10 Evaluating learning programmes Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 10 Evaluating learning programmes.


1 Identify and discuss the principles and methods of evaluating learning programmes, linking the principles to the use of frameworks and data collection and analysis.

2 a Evaluate a learning programme that you have devised, with reference to

i justification and application of principles and methods of evaluation

ii use of frameworks

ii data collection and analysis, identifying and applying relevant guidelines and legislation.

b Explain how your results can be used to improve your future practice, considering the development of learning programmes.

3 In your Reflective Learning Journal, include a review of your evaluation.










Unit 11 Delivering employability skills

Aim This unit aims to enable candidates to deliver employability and employment skills necessary to today’s workforce. Candidates will demonstrate their knowledge of the personal qualities and skills required to influence employability. Candidates will also need to demonstrate their ability to plan and deliver creative, innovative and inclusive sessions to support their knowledge and reflect on the changing market place in the relation to the need for CPD activities.


• the difference between employability skills and employment skills

• the personal qualities, skills and competencies needed for employability skills delivery

• how to plan and deliver creative, innovative and inclusive sessions appropriate for employability skills delivery

• how environment and personal presentation influence the success of employability skills training

• how to use group contracts, rewards and penalties to reflect the workplace

• the need for continuous personal development to reflect changing sector/marketplace requirements.


• principles of employability and employment skills

• how interpersonal skills impact on employability

• principles of effective communication in the workplace, models of effective interaction, eg transactional analysis

• principles of analysing skills and qualities of self and others

• working with individuals and large and small groups

• principles of effective feedback, target setting; SMART targets

• identifying learner needs

• creating a climate/environment conducive to learning

• theories and principles of learning, relevant theorists, learning styles/preferences

• principles of motivation- Maslow, intrinsic/extrinsic motivation, motivation to enhance learning and improve confidence

• social stereotypes, preconceptions of appropriate dress and behaviour in employment

• theories, barriers and boundaries in relation to negotiation skills

• the concept and issues related to managing change, eg force field analysis

• evaluation of own practice and identification of CPD activities


Assessment outcomes



Covered in task(s)

• discuss the difference between employability skills and employment skills

1.1 1

• review the advantages and disadvantages of each in the current marketplace / workplace

1.2 1

• analyse the skills, qualities and competencies required for delivering employability skills and review own strengths and weaknesses in this context.

2.1 2

• demonstrate and evaluate interpersonal skills and a range of creative communication techniques appropriate to persuasive employability skills delivery

2.2 2

• select, use and justify a range of constructive feedback techniques to underpin employability skills training

2.3 2

• explain and justify how the needs of target audiences should be taken into account when planning and preparing employability skills training sessions and support materials

3.1 1

• identify and review the strengths and weaknesses of a range of training techniques and approaches to teaching employability skills to highlight the importance of creativity and innovation

3.2 2

• employ and evaluate a range of strategies used to transform the training area to reflect a realistic working environment

4.1 2

• employ and evaluate a range of strategies that challenge pre-conceptions of appropriate dress and behaviour

4.2 2

• discuss the principles of the design of group contracts, justifying how they reflect the needs of the workplace

5.1 2

• analyse ways of negotiating and defining behavioural parameters for employability training in the production of the group contract

5.2 2

• explain, justify and use a proactive approach to personal updating and development which will reflect changing sector/marketplace requirements

6.1 3

• use reflective practice and feedback from others to evaluate own role in delivering employability skills and identify areas for personal development, suggesting modifications to own practice

6.2 3




• presentations

• case studies

• role play




• reading



Assessment This unit is assessed through the assessment tasks for Delivering employability skills, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.




Level 4 Delivering employability skills 1.1, 1.2 2.1, 2.2, 2.3 3.1, 3.2 4.1, 4.2 5.1 6.1, 6.2


Unit 11 Delivering employability skills Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 11 Delivering employability skills.


1 discuss, review and justify the advantages and disadvantages of employability skills and employment skills in the current marketplace

2 analyse the qualities and skills required to meet the inclusivity needs and boundaries of learners in an employability context

3 using your Reflective Learning Journal, write an extract to evaluate own role, practice and CPD.










Unit 12 Principles and practice of instructional techniques

Aim The aim of this unit is to enable candidates to understand the principles and practices of instructional techniques. Candidates will demonstrate their skills and ability to deliver and evaluate theory and practical sessions and manage hazards associated with the learning environment. This unit will promote the understanding of skills and techniques required when assessing in real or simulated environments using processes to promote individual learning.


• the skills and abilities required in an instructor

• how to deliver theory and practical sessions in keeping with an instructional approach

• how to manage the hazards associated with the learning environment

• skills and techniques required when assessing in real or simulated environments

• how to evaluate the effectiveness of own instructional delivery and assessment techniques.


• the leadership and professional qualities required of an instructor

• the role and responsibilities of the instructor in selecting, adapting and managing appropriate training approaches through the design of relevant training programmes

• inclusive delivery and assessment techniques and methods

• a systems approach to planning and delivery of theory and practical sessions and the use of instructional aids

• conditions required for healthy, safe and productive working

• how to analyse and manage hazards, risks and control measures (including maintenance of discipline)

• issues that can arise from non-compliance with risk and control measures and relevant legislation

• identify, use and review skills and techniques required to support a range of assessment procedures and promote individual learning

• evaluating and improving own practice in this area.

Assessment outcomes



Covered in task(s)

• analyse and demonstrate the leadership abilities and professional qualities required of an instructor

1.1 1




Covered in task(s)

• summarise the responsibility of the instructor in the design of a training programme

1.2 1

• review the role of the instructor in selecting and adapting an appropriate training approach

1.3 1

• identify and review the responsibilities of instructors in managing training and assessment

1.4 1

• explain, demonstrate and review a range of inclusive delivery techniques and methods appropriate to the instructional context

2.1 3/4

• analyse the way in which a systems approach can contribute to the planning and delivery of theory and practical sessions

2.2 3

• explain, justify and demonstrate the use of instructional aids, reviewing their effectiveness

2.3 4

• summarise conditions required for healthy, safe and productive working in the training context, identifying relevant legislation

3.1 2

• analyse the hazards, risks and control measures associated with the operating systems used in training and assessment in real or simulated environments

3.2 2

• review the issues that can arise from non-compliance with risk and control measures implemented

3.3 2

• explain, justify and demonstrate how to maintain discipline in order to maintain a safe training environment

3.4 2

• summarise and demonstrate the specific skills and techniques required of an instructor when conducting real or simulated assessment

4.1 5

• implement and review a range of assessment procedures to promote individual learning

4.2 5

• evaluate the effectiveness of instructional delivery and assessment procedures, justifying how they meet the needs of learners and the training objectives

5.1 3

• review the need and opportunities for continuing professional development in maintaining standards in training and assessing.

5.2 6




• presentations

• case studies

• role play




• reading



Assessment This unit is assessed through assessment tasks for Principles and practice of instructional techniques, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.




Level 4 Principles and practice of instructional techniques

1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3 3.1, 3.2, 3.3, 3.4 4.1, 4.2 5.1, 5.2


Unit 12 Principles and practice of instructional techniques

Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 12 Principles and practice of instructional techniques.


1 review and analyse the role of the instructor in the planning, design, delivery and assessment of the programme

2 carry out a risk assessment identifying the hazards, risks and control measures associated in simulated or real environments considering the impact of discipline and relevant legislation

3 deliver at least two theory and two practical sessions using inclusive delivery techniques. Evaluate your delivery and analyse the way in which a systems approach can contribute to the planning and delivery of theory and practical sessions

4 explain, justify and demonstrate the instructional aids used and review their effectiveness

5 evaluate a range of assessment procedures to promote individual learning and justify how they meet the needs of the learners and the training objectives

6 review the need and opportunities for continuing professional development in maintaining standards of training and assessment.











Unit 13 Specialist delivery techniques and activities

Aim The aim of this unit is to enable candidates to understand and develop a range of inclusive approaches to the employment of specialist delivery techniques and activities within the learning environment. Candidates will demonstrate and evaluate specialist delivery techniques and advanced learning activities.

Learning outcomes There are four outcomes to this unit. The candidate will be able to:

• understand a range of inclusive approaches to the employment of specialist delivery techniques and activities within the learning environment

• understand how to develop inclusive specialist delivery techniques and advanced learning activities

• demonstrate the practise of specialist delivery techniques and advanced learning activities

• understand how to evaluate the effectiveness of specialist delivery techniques and advanced learning activities.


• methods of identifying learning needs that can be met through the use of specialist delivery techniques

• an understanding of a range of specialist delivery techniques and activities

• the impact of diversity on the development of specialist delivery techniques

• how to develop specialist delivery techniques and advanced learning activities to meet session objectives

• evaluation of a range of inclusive resources

• evaluation of the effectiveness of the specialist delivery techniques and advanced learning activities

• using reflection and feedback to evaluate and improve own practice in this area.

Assessment outcomes



Covered in task(s)

• identify and analyse a range of inclusive specialist delivery techniques and activities, showing how they can meet learning objectives

1.1 ½

• identify and discuss learning needs that can be met most effectively through the use of specialist delivery techniques

1.2 1

• select and justify appropriate specialist delivery techniques to meet the specific needs of learners

1.3 2




Covered in task(s)

• identify and discuss diversity considerations in the development of specialist delivery techniques and learning activities

2.1 3

• develop inclusive specialist delivery techniques and advanced learning activities, justifying the techniques and activities used and showing how session objectives are met

2.2 2

• select/adapt and justify a range of inclusive resources to support the specialist delivery techniques and advanced learning activities

2.3 4

• use a range of specialist delivery techniques and advanced learning activities which meet the needs of learners and learning objectives

3.1 2

• use a range of inclusive resources effectively to support specialist delivery techniques and advanced learning activities

3.2 4

• evaluate the effectiveness of the specialist delivery techniques and advanced learning activities, justifying how they have met the needs of learners and learning objectives

4.1 5

• evaluate and develop own practice in relation to specialist delivery techniques and advanced learning activities, using reflection and feedback.

4.2 6




• presentations

• case studies

• role play



• reading



Assessment This unit is assessed through assessment tasks for Specialist delivery techniques and activities, provided at the end of this unit. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed.


Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.




Level 4 Specialist delivery techniques and activities

1.1, 1.2, 1.3 2.1, 2.2, 2.3 3.1, 3.2 4.1, 4.2


Unit 13 Specialist delivery techniques and activities Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 13 Specialist delivery techniques and activities.


1 identify learning needs that can be met through the use of specialist delivery techniques

2 select, develop and use specialist techniques and activities to meet the needs of the learners, justifying how these meet learning objectives

3 identify and discuss diversity considerations in the development of specialist delivery techniques and advanced learning activities

4 select, adapt, justify and use a range of inclusive resources to support the specialist delivery techniques and advanced learning activities

5 evaluate the effectiveness of the specialist delivery techniques and advanced learning activities

6 evaluate and develop own practice in relation to specialist delivery techniques and advanced learning activities using reflection and feedback.










Unit 14 The coaching and mentoring roles

Aim The aim of this unit is to enable candidate to understand the role and responsibilities of the coach and mentor. It will enable candidates to review the values, attitudes, beliefs and skills required of a coach and mentor. The candidate will be able to discuss the impact that legislative and institutional frameworks have on the coaching and mentoring process, and will identify key techniques in, for example, creating an effective learning environment, building a rapport, discussing goals and potential courses of action. Candidates will gain an overview of the coaching and mentoring relationship from its beginning to end, will review strategies for improving motivation and achieving goals, and learn to evaluate the effectiveness of their own practice; including identifying areas for development and how to modify own practice.

Learning outcomes There are five outcomes to this unit. The candidate will be able to:

• understand the role and responsibilities of the coach and mentor

• understand and demonstrate key techniques for an effective coaching and mentoring relationship

• understand the stages of progression through an effective coaching and mentoring relationship

• understand how to review the learners progress and achievements

• understand how to evaluate the effectiveness of own practice.


• roles and responsibilities of coaches and mentors

• the difference between coaching and mentoring

• boundaries and barriers

• when to refer to other agencies

• legislation relevant to coaching and mentoring and its impact

• how organisational policies and procedures impact on coaching and mentoring

• record keeping appropriate to coaching and mentoring

• how to create a conducive climate, build rapport and establish coaching and mentoring agreements

• goal and target planning and setting

• codes(s) of conduct, ground rules and confidentiality

• how to ‘close’ a coaching and mentoring relationship

• motivation skills

• methods of giving feedback

• how to evaluate own practice, identify measure for development and modify practice.


Assessment outcomes



Covered in task(s)

• Identify and analyse the values, attitudes, beliefs and skills required in a coach and mentor.

1.1

1

• Review own values, attitudes, beliefs and skills against those required.

1.2 1

• Define and analyse the roles and responsibilities of the coach and the mentor, the boundaries of these roles and differences between them

1.3 1

• Explain and justify when referral is appropriate, discussing alternative support which can be provided to the learner

1.4 1

• Identify and comply with relevant legislative requirements, discussing their impact on the coaching and mentoring process

1.5 1

• Identify and comply with relevant organisational policies and procedures discussing their impact on the coaching and mentoring process

1.6 1

• Review the support available to the coach and mentor and justify circumstances when it would be appropriate to access this

1.7 1

• Discuss the importance of, and demonstrate good practice in record keeping

1.8 1

• Discuss and demonstrate ways of creating an environment in which effective coaching ad mentoring can take place

2.1 1

• Discuss and demonstrate ways in which rapport can be built 2.2 2

• Discuss and demonstrate good practice in establishing the coaching and mentoring agreement

2.3 2

• Discuss and demonstrate how to discuss goals and explore potential courses of action with learners, discussing good practice.

2.4 2

• Discuss and demonstrate ways of assisting learners to clarify their goals and develop an action plan

2.5 2

• Explain the importance of, and demonstrate effective communication skills in the coaching and mentoring relationship, discussing good practice

2.6 2

• Analyse the progression of the coaching and mentoring relationship from beginning to closure, discussing the problems that may arise and their possible solutions

3.1 2

• Discuss the importance of a code of conduct, ground rules and confidentiality for the coaching and mentoring relationship

3.2 2

• Review strategies which can be used to clarify situations and overcome misunderstandings

3.3 1

• Review strategies for positive completion of the coaching and mentoring relationship

3.4 2




Covered in task(s)

• Discuss and demonstrate how to support the learner to review their progress and implement their action plan

4.1 2

• Review strategies for motivating learners to manage their expectations and achieve their goals

4.2 1

• Discuss the characteristics of, and demonstrate good practice in providing constructive feedback to the learner

4.3 2

• Use reflective practice and feedback from others to evaluate own role and identify areas for development, suggesting modifications to own practice as necessary

5.1 3




• presentations

• case studies

• role play



• reading



Assessment This unit is assessed through assessment tasks for The coaching and mentoring roles, provided at the end of this unit. Candidates may wish to use case studies in addition to their response to the assessment tasks provided, in order to demonstrate how they have met the outcomes. The assessments must be carefully managed by the centre to ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments must be issued towards the start of the programme, this is to enable the candidate to plan and prepare delivery of their teaching practice sessions and be observed. Group work is not acceptable for the assessments. Candidates must provide evidence that they have individually met the required standards outlined in each assessment.





Level 4 The coaching and mentoring roles 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 3.1, 3.2, 3.3, 3.4 4.1, 4.2, 4.3, 4.4 5.1


Unit 14 The coaching and mentoring roles Assessment

About this assessment This assessment is to be used to assess candidates undertaking: Unit 14 The coaching and mentoring roles.


1 Define and analyse the role and responsibilities of the coach and mentor paying particular attention to

a the values, attitudes, beliefs and skills required when coaching and mentoring

b building rapport, creating an appropriate climate for coaching and mentoring, goal setting and reviewing and motivating learners

c legislative requirements, organisational policies and procedures and referrals

2 Using your reflective learning journal, critically analyse how you have demonstrated your understanding of the progressive stages of a coaching and mentoring relationship, including progress reviews, boundaries and closure.

3 Evaluate the effectiveness of your practice and identify areas for development.

Instructions for Tutors This assessment must be used in conjunction with the assessment outcomes for this unit. A clear audit trail must be provided, showing that each assessment outcome has been met, and where it can be found. Candidates may wish to use case studies in addition to their response to the assessment tasks provided, in order to demonstrate how they have met the outcomes. At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in:










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SP-01-7305


http://www.city-and-guilds.co.uk/

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