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VRQ

UV50831

Wider professional practice

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

UV50831Wider professional practice

The aim of this unit is to assess your ability to understand the concepts of professionalism, core professional values, policies and regulatory requirements relating to the lifelong learning sector. You will be able to contribute towards quality improvement and assurance, and will be able to evaluate and improve your own wider professional practice.

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GLH

Credit value

Level

Observation(s)

External paper(s)

30

12

5

0

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

Wider professional practice

1. Understand the concept of professionalism and core professional values in the lifelong learning sector

2. Understand policies and regulatory requirements relating to the lifelong learning sector

3. Be able to contribute to quality improvement and quality assurance systems and procedures

4. Understand how to develop learners’ wider skills in own specialist area

5. Be able to evaluate and improve own wider professional practice

1. Teaching practice You are required to undertake teaching practice in a teaching and learning environment. Practice should be in an appropriate context - this must include working with groups. Any single observation must be a minimum of half an hour.

2. Teaching and learning environment This unit assesses occupational competence. Evidence for this unit must be gathered in a real teaching and learning environment. Simulations, projects or assignments are not allowed for these outcomes.

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

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4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

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Teaching practice sign off

Teaching practice must be undertaken in a teaching and learning environment to achieve this unit. Practice should be in an appropriate context - either with groups of learners or with individual learners. Any single observation must be a minimum of half an hour. Your assessor will complete the table below when sufficient teaching practice (as deemed appropriate by your assessor) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

This unit requires teaching practice to be observed and assessed in a teaching and learning environment. Observations can be formative and summative.

Knowledge

Outcome 1

Understand the concept of professionalism and core professional values in the lifelong learning sector

You can: Portfolio reference /Assessor initials*

a. Analyse key aspects of professionalism in the lifelong learning sector

b. Reflect on ways in which professional practice promotes equality of opportunity and values diversity

c. Explain the contribution of learning to personal development, community development and economic growth

d. Analyse the impact of own professional values on learning and teaching

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand policies and regulatory requirements relating to the lifelong learning sector

You can: Portfolio reference /Assessor initials*

a. Analyse the implications for, and impact of, government policies on practice in the lifelong learning sector

b. Analyse ways in which government policies and the requirements of regulatory bodies impact on practice in own specialist area

c. Explain the roles of regulatory and funding bodies in the lifelong learning sector

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Be able to contribute to quality improvement and quality assurance systems and procedures

You can: Portfolio reference /Assessor initials*

a. Review own role and contribution in quality improvement and quality assurance in the organisation

b. Examine the role of assessment and evaluation in the quality cycle

c. Produce accurate assessment data and records

d. Assess the validity and reliability of data relating to own learners

e. Communicate assessment information to those with an interest in learner achievement

f. Evaluate a learning programme in accordance with the quality systems and procedures in the organisation

g. Communicate the results of evaluation of a learning programme

*Assessor initials to be inserted if orally questioned.

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Outcome 4

Understand how to develop learners’ wider skills in own specialist area

You can: Portfolio reference /Assessor initials*

a. Analyse how the development of wider skills can improve learner motivation, confidence and achievement

b. Evaluate ways to provide opportunities for learners to develop wider skills

*Assessor initials to be inserted if orally questioned.

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Outcome 5

Be able to evaluate and improve own wider professional practice

You can: Portfolio reference /Assessor initials*

a. Analyse the effectiveness of own wider professional practice

b. Reflect on strengths and areas for improvement in own wider professional practice

c. Engage in professional development opportunities to improve own wider professional practice

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Understand the concept of professionalism and core professional values in the lifelong learning sector

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

Analyse key aspects of professionalism in the lifelong learning sector: Dual professionalism, professional association, Institute for Learning (IfL) core values, subject specialist professional associations and core values, the nature of professionalism in the lifelong learning sector in comparison with the compulsory sector, Initial Teacher Training (ITT) standards, professional qualifications (Associate Teacher Learning and Skills (ATLS), Qualified Teacher Learning and Skills (QTLS)).

Reflect on ways in which professional practice promotes equality of opportunity and values diversity: Equality legislation, equality policy, strands of diversity (e.g. race, age, religion or belief, sexual orientation, transexuality, maternal status, marriage status, civil partnership status, disability), IfL core values, subject specialist professional bodies and core values, reflective practice, forms of reflection, technical or problem solving reflection, practical reflection, appraisal of the whole situation involving the assumptions/values of the reflector, critical reflection (reflections which consider the social/political context of the issue).

Explain the contribution of learning to personal development, community development and economic growth: For individuals (e.g. greater understanding of the job role, changing job role, continued employability), for organisations (e.g. motivated workforce, increased knowledge

of process, ability to demonstrate flexibility in constantly changing work environment, local issues and needs, local and regional partnerships/networks).

Analyse the impact of own professional values on learning and teaching: Positionally, own values shaped by cultural/social/political factors, self-reflection, forms of reflection (e.g. technical or problem solving reflection, practical reflection (appraisal of the whole situation involving the assumptions/values of the reflector), critical reflections which consider the social/political context of the issue), models of reflection (e.g. Gibbs, Johns, Rolfe et al., Atkins and Murphy).

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Outcome 2: Understand policies and regulatory requirements relating to the lifelong learning sector

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Analyse the implications for, and the impact of, government policies on the practice in the lifelong learning sector: The policy cycle (policy creation, policy implementation, policy monitoring, policy evaluation), pertinent government departments and policy documents relating to the lifelong learning sector, regulatory bodies (e.g. funding agencies), inspection regimes, IfL, boundary spanning, monitoring potential changes in policy within the sector, staff/workforce development for dual professionalism.

Analyse ways in which government policies and the requirements of regulatory bodies impact on practice in own specialist area: Maintaining occupational competence, continuous professional development (CPD) requirements, awarding body requirements, liaison with other subject specialists, requirement/opportunity to explore delivery of subject specialism in other contexts of the lifelong learning sector, sharing best practice, benchmarking.

Explain the roles of regulatory and funding bodies in the lifelong learning sector: Funding organisation (currently Young People’s Learning Agency (YPLA), Skills Funding Agency), additional funding streams (e.g. European Social Fund (ESF), regional funding networks), audit requirements, inspection regimes (e.g. Ofsted, Estyn, HMI).

Outcome 3: Be able to contribute to quality improvement and quality assurance systems and procedures

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Review own role and contribution in quality improvement and quality assurance in the organisation: Self-reflective practice, responsibilities to the organisation (e.g. legislation, regulatory requirements, codes of practice, health and safety, equality and diversity, safeguarding, data protection, record keeping), the quality cycle (plan, do, check, act).

Examine the role of assessment and evaluation in the quality cycle: The quality cycle (plan, do, check, act), assessment for learning, assessment of learning, evaluation of teaching and learning, use qualitative and quantitative information, evaluation theory (e.g. Kirkpatrick, Brookfield), use of feedback from a range of suitable sources (e.g. learners, peer, tutor, manager), continuous quality improvement.

Produce accurate assessment data and records: Accuracy, legibility, organisational policy and practice, data protection, awarding body requirements, regulatory and funding agency requirements, audit trails, quality assurance (QA), internal verification (IV), external verification (EV), organisational self-assessment report (SAR), student progression, timely reviews, timely completion.

Assess the validity and reliability of data relating to own learners: Organisational policy and practice, learners’ review, communicate assessment information to those with an interest in learner achievement, channels of communication (e.g. chain, y, wheel, all channel), written and verbal communication, different methods of communication (e.g. email, noticeboard, meeting), data protection legislation, identifying personnel

with vested interest (management, employer, parent or guardian, sponsoring organisation).

Evaluate a learning programme in accordance with the quality systems and procedures in the organisation: Organisational policy and practice, evaluation theory (e.g. Kirkpatrick, Brookfield), use feedback from a range of suitable sources (e.g. learners, work-based assessor, peer, tutor observation, management), learner and programme evaluation (qualitative information).

Communicate the results of evaluation of a learning programme: Data analysis, presenting statistical information, presenting qualitative data, written and verbal communication skills, report writing.

Outcome 4: Understand how to develop learners’ wider skills in own specialist area

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Analyse how the development of wider skills can improve learner motivation, confidence and achievement: Transferable skills, greater understanding of job role, changing job role, increased commitment to organisation, increased knowledge of organisation and its goals, understanding own role in achieving organisational goals.

Evaluate ways to provide opportunities for learners to develop wider skills: Identifying learners’ needs, essential and desirable knowledge/skills, methods of creating learners’ autonomy, student-centred learning, differentiation, prioritising learning.

Outcome 5: Be able to evaluate and improve own wider professional practice

Analyse the effectiveness of own wider professional practice: Reflect on personal dual professionalism in teaching and learning, models of reflection (e.g. Schön, Gibbs, Brookfield).

Identify and reflect on strengths and areas for improvement in own wider professional practice: SWOT analysis (strengths, weaknesses, opportunities, threats), self-reflection, use of feedback from a range of suitable sources (e.g. learners, peer/tutor observations, managers).

Engage in professional development opportunities to improve own wider professional practice: Action planning, SMART objectives (specific, measurable, achievable, relevant, timely), strengths and

limitations of own skills and knowledge (experience, qualifications, current skills and knowledge), liaison with other agencies and learning professionals, current research relating to professional practice.

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Notes Use this area for making notes and drawing diagrams