VTCT Level 4 Award in Preparing to Teach in the Lifelong ... of Assessment Book/AG40249...Preparing to Teach in the Lifelong Learning Sector or PTLLS as it has become more commonly

AG40249F_v4

VTCT Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)Accreditation start date: 1 August 2011Credit value: 12Guided learning hours (GLH): 48 - 71Qualification number: 600/2257/7

Statement of unit achievementBy 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)

Group A

UV30758

UV40764

Group B1

UV30759

UV40765

Group B2

UV30760

UV40766

Group C

UV40767

Group D

UV30563

UV30757

UV40763

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The qualification

Introduction National Occupational Standards (NOS)

The VTCT Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) is a vocationally recognised qualification focused towards those pursuing a teaching career in further education.

Preparing to Teach in the Lifelong Learning Sector or PTLLS as it has become more commonly known, is available at Level 3 and Level 4. This award is designed to equip a wide range of teachers, trainers and facilitators with the underpinning skills and knowledge to enable them to practice effectively.

PTLLS provides a sound introduction to teaching/training and is suitable for those who are new to or wish to start teaching or training, or experienced practitioners who would like to secure professionally recognised teaching/training qualifications.

One of the main benefits of completing this award is that it provides a ‘threshold licence to practice’, a requirement within current legislation for all those teaching/training within the Learning and Skills Sector*. This award will enable you to work in a teaching function and progress on to a broader teaching qualification.

This award has and continues to be a mandatory requirement for any new teacher/trainer who teaches on publicly funded provision and must be completed within the first 12 months of employment.

*Staff within FE colleges, sixth form colleges and independent specialist colleges are obliged to comply with the new regulations by law. The regulations also apply to organisations in receipt of SFA funding, including work based learning providers, who are contractually obliged to comply.

Units in this qualification have been mapped to the relevant NOS (where applicable). This qualification is accredited on the Qualifications and Credit Framework (QCF).

This qualification is approved and supported by the Learning and Skills Improvement Service (LSIS), the sector-owned body for the learning and skills sector.

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Progression

On successful completion of this qualification you may wish to progress to the following VTCT qualifications in teacher training and learning and development:

• Level 3 Certificate in Learning and Development (QCF)

• Level 4 Award in Learning and Development (QCF)

• Level 4 Diploma in Learning and Development (QCF)

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

• Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF)

You may also wish to progress to a VTCT assessor qualification:

• Level 3 Award in Assessing Competence in the Work Environment (QCF)

• Level 3 Award in Assessing Vocationally Related Achievement (QCF)

• Level 3 Certificate in Assessing Vocational Achievement (QCF)

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Qualification structure

This qualification is made up of four unit groups. A minmum of 9 credits must be at Level 4 (L4).

The following credits must be achieved from each group:

Group A - 3 credits Group B or C - 6 credits (if Group B is selected 3 credits must be selected from Group B1 and 3 credits from Group B2) Group D - 3 credits

Group A - 3 creditsVTCT unit code

Ofqual unit reference Level Unit title Credit value GLH

UV30758 M/503/1229 L3 Roles, responsibilities and relationships in lifelong learning 3 12

UV40764 M/503/1232 L4 Roles, responsibilities and relationships in lifelong learning 3 12

Group B - 6 creditsGroup B1 - 3 creditsVTCT unit code


UV30759 T/503/1233 L3 Understanding inclusive learning and teaching in lifelong learning 3 12

UV40765 F/503/1235 L4 Understanding inclusive learning and teaching in lifelong learning 3 12

Group B2 - 3 creditsVTCT unit code


UV30760 Y/503/1242 L3Using inclusive learning and teaching approaches in lifelong learning

3 12

UV40766 R/503/1238 L4Using inclusive learning and teaching approaches in lifelong learning

3 12

Total credits required - 12

4

Group C - 6 creditsVTCT unit code


UV40767 A/502/9550 L4 Manage learning and development in groups 6 30

Group D - 3 creditsVTCT unit code


UV30563 D/601/5313 L3 Understanding the principles and practices of assessment 3 24

UV30757 Y/503/1239 L3 Principles of assessment in lifelong learning 3 12

UV40763 R/503/1241 L4 Principles of assessment in lifelong learning 3 12

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6

Guidance on assessment

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external verifiers.

This book contains all the units that make up this qualification. Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally verified by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external verifiers.

Assessment explained

VTCT courses are assessed and verified by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal verifier whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external verifier, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal verification process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external verifier.

This record of assessment book is your property and must be in your possession when you are being assessed or verified. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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7

Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

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

All evidence should be documented in the portfolio and cross referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

Many frequently asked questions and other useful information are detailed in the VTCT Candidate’s Handbook, which is available on the VTCT website at www.vtct.org.uk/students. Other questions should be addressed to the tutor, lecturer or assessor.

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Unit assessment methods

8

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Group A External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Assignment(s)

UV30758 Roles, responsibilities and relationships in lifelong learning 0

UV40764 Roles, responsibilities and relationships in lifelong learning 0

Group B1 External Internal



UV30759 Understanding inclusive learning and teaching in lifelong learning 0

UV40765 Understanding inclusive learning and teaching in lifelong learning 0

Group B2 External Internal



UV30760Using inclusive learning and teaching approaches in lifelong learning

0


0

9

Unit assessment methods

Group C External Internal



UV40767 Manage learning and development in groups 0

Group D External Internal



UV30563 Understanding the principles and practices of assessment 0

UV30757 Principles of assessment in lifelong learning 0

UV40763 Principles of assessment in lifelong learning 0

99

Unit glossary

10

Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

Level

Level is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes. There are 9 levels of achievement within the Qualifications and Credit Framework (QCF).

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

GLH is an estimate of the time allocated to teach, instruct, assess and support learners throughout a unit. Learner initiated private study, preparation and marking of formative assessment is not taken into account.

Observations This indicates the minimum number of observations required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit, they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Maximum service times

The maximum time in which a particular service or practical element must be completed.

Observation outcome

An observation outcome details the practical tasks that must be completed to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper or portfolio of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel to the unit’s observation outcomes.

UV30758Roles, responsibilities and relationships in lifelong learning

The aim of this unit is to develop your understanding of the roles and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. You will also learn about taking responsibility for maintaining a safe and supportive environment for learners.

UV30758_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Roles, responsibilities and relationships in lifelong learning

1. Understand own role and responsibilities in lifelong learning

2. Understand the relationships between teachers and other professionals in lifelong learning

3. Understand own responsibility for maintaining a safe and supportive learning environment

UV30758 13

1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

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.

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:


UV3075814

Knowledge

Outcome 1

Understand own role and responsibilities in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

b. Explain own responsibilities for promoting equality and valuing diversity

c. Explain own role and responsibilities in lifelong learning

d. Explain own role and responsibilities in identifying and meeting the needs of learners




b. Explain own responsibilities for promoting equality and valuing diversity

c. Explain own role and responsibilities in lifelong learning

d. Explain own role and responsibilities in identifying and meeting the needs of learners

*Assessor initials to be inserted if orally questioned.

UV30758 15

Outcome 2

Understand the relationships between teachers and other professionals in lifelong learning


a. Explain the boundaries between the teaching role and other professional roles

b. Describe points of referral to meet the needs of learners

c. Summarise own responsibilities in relation to other professionals


UV3075816

Outcome 3

Understand own responsibility for maintaining a safe and supportive learning environment


a. Explain own responsibilities in maintaining a safe and supportive learning environment

b. Explain ways to promote appropriate behaviour and respect for others


UV30758 17

Outcome 1: Understand own role and responsibilities in lifelong learning

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.

Legislation, regulatory requirements and codes of practice relating to own role and responsibilities: Health and safety, equality and diversity, child protection, record keeping, professional associations and bodies, professionalism, boundaries of teaching role.

Own responsibilities for promoting equality and valuing diversity: Own strengths/development needs, reflective practice, strategies for reviewing own skills, SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) in relation to equality and diversity issues, target setting and action planning, good practice groups, work shadowing, working alongside a professional body/specialist, incorporating specific aspects of equality and diversity to planning of teaching and learning, differentiation in resource design and use, agencies, accessing and negotiating support for learners, use of speakers, utilising particular groups (e.g. deaf community for awareness raising), sharing good practice, peer observations, staff development, advanced practitioners, learner support, specialist knowledge and expertise (e.g. specific learning difficulties such as autism, dyslexia), entitlement, impact of legislation and policies on own learning and teaching including how to deal with prejudice/discrimination.

Own role and responsibilities in lifelong learning: Teaching/training cycle (identify needs, plan and design, deliver, facilitate, assess, evaluate), CPD, professionalism.

Own role and responsibilities in identifying and meeting the needs of learners:

Initial assessment – provide information for course tutor, personal tutor, learner and organisation, cultural, social and linguistic background; learner achievements, requirements of potential learning programme including practical, technical, delivery and assessment styles; identification of support needs, including basic skills, analysis of strengths and weaknesses in relation to course requirements, learner’s needs analysis, individual preferred learning style.

Initial assessment methods – individual interview, self-identification, tutor referral, specific or holistic assessment, practical exercises or tasks, diagnostic assessments including language, literacy and numeracy; differentiating between knowledge, aptitude and potential.

Planning to meet learners’ needs – individual learning plan, recognising and addressing needs of intellectual and related demands of the learning programme, individual action planning, specific disability and learning difficulties, addressing style of delivery and assessment needs, learning or skills gaps, need for support for basic and key skills, motivation.

Use of a variety of delivery methods: Aims and objectives, stages of lesson, sequencing, pacing, timing, variety, assessment opportunities, opportunities for group and individual activities,

UV3075818

Outcome 1: Understand own role and responsibilities in lifelong learning (continued)

UV30758 19

opportunities to demonstrate and practise skills/technical knowledge and skills, patterns of teacher/learner interaction; integration of key/basic skills, ICT, delivery methods, experiential or experimental learning, resource-based learning, collaborative learning, didactic, team working, collaborative learning, lectures,

seminars, workshops, one to one, practical activity, research, project work, fieldwork, individual and group assessments, case studies, discussion/debate, directed study feedback, learner reviews, Literacy, Language and Numeracy (LLN) and ICT skill, and liaison with other professionals.

Outcome 2: Understand the relationships between teachers and other professionals in lifelong learning

Boundaries between the teaching role and other professional roles: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral/signposting, learner support, how you relate to other agencies/organisations in your day to day work, limits of responsibility.

Points of referral to meet the needs of learners: Identify support needs of learners, screening, initial assessment, diagnostic assessment, identify sources of learner support and learning support.

Own responsibilities in relation to other professionals: Maintaining accurate records of all learner information, organisational processes and procedures, quality assurance, professional conduct, ethics, confidentiality, respect, teamwork.

Outcome 3: Understand own responsibility for maintaining a safe and supportive learning environment

Own responsibilities in maintaining a safe and supportive learning environment: Health and safety legislation, risk assessment, safe environment and resources, promoting organisational policies, safeguarding and the protection of vulnerable adults (POVA).

Ways to promote appropriate behaviour and respect for others: Ground rules, classroom management, barriers to learning, recognising and promoting diversity.

UV3075820

Notes Use this area for making notes and drawing diagrams

UV40764Roles, responsibilities and relationships in lifelong learning

The aim of this unit is to develop your understanding of the roles and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

UV40764_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

4

0

0



Roles, responsibilities and relationships in lifelong learning

1. Understand own role and responsibilities in lifelong learning

2. Understand the relationships between teachers and other professionals in lifelong learning

3. Understand own responsibility for maintaining a safe and supportive learning environment

UV40764 23











UV4076424

Knowledge

Outcome 1




b. Analyse own responsibilities for promoting equality and valuing diversity

c. Evaluate own role and responsibilities in lifelong learning

d. Review own role and responsibilities in identifying and meeting the needs of learners


UV40764 25

Outcome 2

Understand the relationships between teachers and other professionals in lifelong learning


a. Analyse the boundaries between the teaching role and other professional roles

b. Review points of referral to meet the needs of learners

c. Evaluate own responsibilities in relation to other professionals


UV4076426

Outcome 3

Understand own responsibility for maintaining a safe and supportive learning environment


a. Explain how to establish and maintain a safe and supportive learning environment

b. Explain how to promote appropriate behaviour and respect for others


UV40764 27

Outcome 1: Understand own role and responsibilities in lifelong learning

Unit content


UV4076428

Legislation, regulatory requirements and codes of practice: Appropriate legislation and codes of practice (health and safety, equal opportunities), own role in promoting equality (teaching materials, translating legislation in practice, diversity and inclusion, impact on teaching and classroom practice, range of differences which might present in a classroom situation), promoting (data protection, consumer legislation and other legislation relating to subject specialism), regulatory requirements, safeguarding, child protection), Every Child Matters (ECM), be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing, record keeping), codes of practice (Institute for Learning, subject specialist codes of practice, boundaries of teaching role).

Responsibilities for promoting and valuing diversity: Understanding diversity in race, culture, religion, language, gender, education and age; language acquisition, recognising differences in perspectives and perceptions, equality of opportunity, awareness of learning disabilities and difficulties, inclusive approaches, promoting social integration, impact of legislation and policies on own practice and teaching (including how to deal with prejudice and discrimination), organisational policies and procedures, establishing ground rules, promoting diversity, inclusive practice, different teaching and learning methods to accommodate different learning preferences and different abilities and/or needs, minimising potential barriers

to ensure curricula are accessible to all, special assessment arrangements.

Evaluating own roles and responsibilities: Teaching and training cycle (identify needs, plan, design, deliver/facilitate, assess, evaluate, CPD and professionalism), Information, Advice and Guidance (IAG), signposting, liaising with other professionals, meeting organisation’s requirements, systems, procedures; maintaining standards, quality assurance; keeping records, registers, learner work, results; health and safety in the workplace, policies and practice in organisations, keeping up with own professional requirements.

Reviewing own role and responsibilities in identifying and meeting the needs of learners: Self-reflective practice, learning preferences, knowledge of specific learning difficulties and disabilities, lesson planning, teaching and training cycle, planning and negotiation skills, differentiation, reviews and feedback, embedding Literacy, Language and Numeracy (LLN) and ICT, use of feedback from a range of suitable sources (self, learners, peer/tutor observations).

Outcome 2: Understand the relationships between teachers and other professionals in lifelong learning

UV40764 29

Boundaries between the teaching role and other professional roles: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral, signposting, learner support opportunities, learning support opportunities, the different teams with which you interact in your daily work (e.g. external support agencies, external regulatory bodies, internal administrative support, internal quality assurance teams), limits of responsibility.

Reviewing points of referral to meet the needs of learners: Identifying support needs of learners, screening, initial

assessment, diagnostic assessment, identifying key staff within organisations responsible for referral, identifying sources of learner support and learning support.

Evaluating own responsibilities in relation to other professionals: Record keeping in relation to learner information, record keeping with reference to organisational procedures, record keeping with reference to quality assurance, professional code of conduct, qualitative evaluation.

Outcome 3: Understand own responsibility for maintaining a safe and supportive learning environment

Safe and supportive learning environment: Concept of the safe learner (including identification of hazards, risks and controls, identifying own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures currently in place, identification of applicable work procedures, identification of prohibitions and restrictions), safeguarding (e.g. Every Child Matters (ECM), be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), data protection legislation, organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints, appeals and personal safety policies), updated/amended equality legislation (bringing together legislation it has replaced and extension to other groups),

impact of legislation on own practice, motivational theory (e.g. Mazlow, Herzberg, McGregor).

Promoting appropriate behaviour and respect for others: Legislation (health and safety, equality, data protection, freedom of information, human rights) and its impact on own practice, ground rules, classroom management, inclusive practice, differentiation, organisational policies, (equality and diversity, bullying, harassment, complaint and appeals), how to deal with prejudice and discrimination.

UV4076430


UV30759Understanding inclusive learning and teaching in lifelong learning

The aim of this unit is to enable you to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. You will also learn how to create a learning environment that engages and motivates learners.

UV30759_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

0

0



Understanding inclusive learning and teaching in lifelong learning

1. Understand learning and teaching strategies in lifelong learning

2. Understand how to create inclusive learning and teaching in lifelong learning

3. Understand ways to create a motivating learning environment

UV30759 33











UV3075934

Knowledge

Outcome 1

Understand learning and teaching strategies in lifelong learning


a. Summarise learning and teaching strategies used in own specialism

b. Explain how approaches to learning and teaching in own specialism meet the needs of learners

c. Describe aspects of inclusive learning


UV30759 35

Outcome 2

Understand how to create inclusive learning and teaching in lifelong learning


a. Explain how to select inclusive learning and teaching techniques

b. Explain how to select resources that meet the needs of learners

c. Explain how to create assessment opportunities that meet the needs of learners

d. Explain how to provide opportunities for learners to practise their literacy, language, numeracy and ICT skills


UV3075936

Outcome 3

Understand ways to create a motivating learning environment


a. Explain ways to engage and motivate learners in an inclusive learning environment

b. Summarise ways to establish ground rules with learners to promote respect for others

c. Explain ways to give constructive feedback that motivates learners


UV30759 37

Outcome 1: Understanding learning and teaching strategies in lifelong learning

Unit content


UV3075938

Learning and teaching strategies: Different teaching and learning methods to accommodate different learning styles and different abilities or needs including one to one/paired work/small group teaching/ whole group teaching, minimising potential barriers to ensure curricula are accessible to all.

Approaches to learning and teaching in own specialism: Subject specialist knowledge, initial assessment, referral systems, liaison with other professionals, teaching strategies for learners with difficulties and disabilities to ensure access to subject specialism, the role of the specialist teacher, unique aspects, qualification requirements, specialist resources; specialist knowledge and skills, awareness of different areas of specialism, range of requirements both for teacher and learners, consideration of how to deliver and requirements for specialist delivery (resources, location, equipment and timing).

Aspects of inclusive learning: Legislation, entitlement, differentiation, strands of diversity, application of policies and procedures, inclusive communication (written, verbal and non-verbal), learning styles (visual, kinaesthetic, auditory), equality of opportunity in teaching (making sure all learners can access information in a range of different ways as appropriate).

Outcome 2: Understand how to create inclusive learning and teaching in lifelong learning

UV30759 39

Selecting inclusive learning and teaching techniques: Learning preferences, different teaching and learning methods (strengths and limitations, classroom management, lesson planning, extension activities, differentiated outcomes), Blooms taxonomy of learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), self-reflection.

Selecting resources that meet the needs of learners: Learners’ levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count) testing resources, readability of resources, computerised resources, strengths and limitations of specific resources, learning preferences, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties.

Creating assessment opportunities that meet the needs of learners: Assessment planning involving the learner, different methods of assessment (e.g. observation, oral questioning, written questions, project based, assignments) formal and informal, paper-based and non-paper based, awarding body evidence requirements, different types of assessment (e.g. formative, summative), usefulness of initial diagnostic assessment in agreeing assessment plan, literacy, numeracy, ICT, support available, course requirements.

Provide opportunities for learners to practise their literacy, language, numeracy and ICT skills: Language/literacy opportunities in sessions for speaking/presentations/listening,

discussion or debate, processing information and responding to others, reading, researching in order to interpret texts and locate information; writing, planning, drafting, editing of assignments/reports, use of estimation to develop number senses, measurement of area/ volume, handling statistics, data analysis, word processing of assignments, using formulae to produce charts and diagrams for reports and presenting information, internet/intranet as research tools, knowledge of Adult Literacy and Numeracy Core Curriculum, diagnostic assessment, Spiky profile and identifying skills requirements of learners, embedding Literacy, Language and Numeracy (LLN)/ICT skills, lesson planning, liaison with LLN/ICT subjects specialists, knowledge of LLN/ICT requirements within subject specialism in order to achieve vocational qualification.

Outcome 3: Understand ways to create a motivating learning environment

UV3075940

Engaging and motivating learners in an inclusive learning environment: Motivation theory (e.g. Maslow, Herzberg, McGregor), lesson planning, learning preferences, feedback, verbal and written, target setting, ILP (individual learning plan), differentiation, group and individual dynamics, collaborative/team teaching, demonstration, role play, games, discussion, supported/flexible or independent study, learner-centred learning; social/cultural/emotional factors affecting motivation, learner’s responsibility for own learning, barriers to learning, coping strategies, negotiation, goal setting, appropriate, support mechanisms, appropriate level of challenge, ways to encourage individual and independent learning, identify and redress poor motivation and inappropriate behaviour, stimulating independent learning.

Establishing ground rules with learners to promote respect for others: Legislation, organisational policies and procedures, negotiation skills, empowerment, establishing boundaries, strands of diversity, democratic approach.

Giving constructive feedback that motivates learners: Clear, constructive on assessment outcomes, within agreed timescale, negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements (objective), feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring, achievement in setting goals/action planning, use of feedback from range of appropriate sources (e.g. work-based assessor, timely reviews, learner self-reflection).

UV40765Understanding inclusive learning and teaching in lifelong learning

The aim of this unit is to develop your understanding of teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. You will also learn how to create a learning environment that engages and motivates learners.

UV40765_v11

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

4

0

0



Understanding inclusive learning and teaching in lifelong learning

1. Understand learning and teaching strategies in lifelong learning

2. Understand how to create inclusive learning and teaching in lifelong learning

3. Understand how to create a motivating learning environment

UV40765 43











UV4076544

Knowledge

Outcome 1

Understand learning and teaching strategies in lifelong learning


a. Analyse learning and teaching strategies used in own specialism

b. Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners

c. Evaluate aspects of inclusive learning


UV40765 45

Outcome 2

Understand how to create inclusive learning and teaching in lifelong learning


a. Analyse inclusive approaches to learning and teaching

b. Analyse how to select resources to meet the needs of learners

c. Explain how to create assessment opportunities that meet the needs of learners

d. Review how to provide opportunities for learners to practise their literacy, language, numeracy and ICT skills


UV4076546

Outcome 3

Understand how to create a motivating learning environment


a. Explain how to engage and motivate learners in an inclusive learning environment

b. Explain how to establish ground rules with learners to promote respect for others

c. Review ways to give constructive feedback to motivate learners


UV40765 47

Outcome 1: Understand learning and teaching strategies in lifelong learning

Unit content


UV4076548

Learning and teaching strategies: Different methods to accommodate different learning and abilities or needs including one to one/paired work/small group teaching/whole group teaching, minimising potential barriers to ensure curricula are accessible to all, subject specialist knowledge, learning theory (androgyny, behaviorism, constructivism, cognitivism, humanism and socially situated learning), assessment theory (occurrence on the learning journey, forms of assessment, methods of assessment).

Effectiveness of approaches to learning and teaching in own specialism: Subject specialist knowledge, initial assessment, referral systems, liaising with other professionals, teaching strategies for learners with difficulties to ensure access to subject specialism, the role of the specialist teacher, unique aspects, qualification requirements, specialist resources, specialist knowledge and skills, awareness of different areas of specialism, range of requirements both for teacher and learners, consideration of how to deliver and requirements for specialist delivery (resources, location, equipment and timing, models of evaluation (e.g. Kirkpatrick, Brookfield), obtaining qualitative and quantitative information from a range of sources).

Evaluating aspects of inclusive learning: Legislation, entitlement, differentiation, strands of diversity, application of policies and procedures, inclusive communication, written, verbal and non-verbal, learning

preferences (visual, kinesthetic, auditory), equality of opportunity in teaching (making sure all learners can access information in a range of different ways as appropriate barriers to classroom management).

Outcome 2: Understand how to create inclusive learning and teaching in lifelong learning

UV40765 49

Inclusive approaches to learning and teaching techniques: Learning preferences, different teaching and learning methods (strengths and limitations, classroom management, lesson planning, extension activities, differentiated outcomes), Blooms’ taxonomy of learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), self-reflection, embedding, LLN (Language, Literacy, Numeracy) and ICT, minimising barriers to learning and making curricula accessible to all.

Analysing resource selection to meet the needs of learners: Learners levels and corresponding reading ages, SMOG testing resources (McLaughlin formula/polysyllable count), readability of resources, computerised resources, strengths and limitations of specific resources, learning preferences, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties.

Creating assessment opportunities that meet the needs of learners: Assessment planning involving the learner, different methods of assessment (observation, oral questioning, written questions, project based, assignments), formal and informal, paper based and non-paper based, awarding body evidence requirements, different types of assessment (e.g. formative, summative), usefulness of initial diagnostic assessment in agreeing assessment plan (e.g. literacy, numeracy, ICT), support available, course requirements.

Reviewing opportunities provided for learners to practise their literacy, language, numeracy and ICT skills: Language/literacy opportunities in sessions for speaking (e.g. representations, listening, discussion or debate, processing information and responding to others), reading (researching in order to interpret texts and locate information), writing (planning, drafting, editing of assignments, reports), use of estimation to develop and operation sense, measurement for area/volume, handling statistics, word processing of assignments, using formulae to produce charts and diagrams for reports and presenting information, internet/intranet as research tools, knowledge of adult literacy and numeracy core curriculum, diagnostic assessment, Spiky profiling and identifying skills requirements of learners embedding LLN/ICT skills, lesson planning, liaison with LLN/ICT subject specialists, knowledge of LLN/ICT requirements within subject specialism in order to achieve vocational qualification.

Outcome 3: Understand how to create a motivating learning environment

UV4076550

Engaging and motivating learners in an inclusive learning environment: Motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), lesson planning, learning preferences, feedback (verbal and written), target setting, ILP (individual learning plan), differentiation, group and individual dynamics, collaborative/team teaching, demonstration, role play, games, discussion, supported/flexible/independent study, learner-centred learning, social, cultural and emotional factors affecting motivation, learners responsibility for own learning, barriers to learning, coping strategies, negotiation, goal setting, appropriate support mechanisms, fostering curiosity, appropriate level of challenge, ways to encourage individual and independent learning, identify and redress poor motivation and inappropriate behaviour, stimulate independent learning.

Establishing ground rules with learners to promote respect for others: Legislation, organisational policies and procedures, negotiation skills, empowerment, establishing boundaries, strands of diversity, democratic approach.

Reviewing ways to give constructive feedback that motivates learners: Clear and constructive feedback on assessment outcomes, within agreed timescale, negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements (objective), feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring, achievement in setting goals/action planning, use of feedback from range of appropriate sources, e.g. work

based assessor, timely reviews, learner self-reflection.


The aim of this unit is to enable you to plan and deliver an inclusive learning and teaching session. It requires the delivery of a microteaching session, and evaluation of own and peer delivery practice.

UV30760_v11

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

1

0


Learning outcomes

Evidence requirements

Using inclusive learning and teaching approaches in lifelong learning

1. Be able to deliver inclusive learning and teaching sessions

2. Be able to plan inclusive learning and teaching sessions

3. Be able to evaluate own practice in delivering inclusive learning and teaching




4. Microteaching You should be involved in at least one hour of microteaching. You must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.

5. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated to your assessor on at least one occasion.

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6. Range All ranges must be practically demonstrated or other forms of evidence produced to show they have been covered.


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


Achieving observation outcomes Achieving range

Achieving observations and range

UV30760

Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning.

Your assessor will sign off an outcome when all criteria have been competently achieved.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation. Where this is not possible other forms of evidence may be produced. All ranges must be covered.

Your assessor will document the portfolio reference once a range has been competently achieved.

54

Microteaching sign off

One hour of microteaching must be carried out to achieve this unit. This must include at least 15 minutes delivery which must be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.

Your assessor will complete the table below when the mandatory microteaching element (one hour) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

Outcome 1

Observations

You can:

*May be assessed through oral questioning.

Be able to deliver inclusive learning and teaching sessions

a. Apply learning and teaching approaches to meet the needs of learners

b. Use resources to meet the needs of learners

c. Communicate with learners to meet their needs and aid their understanding

d. Provide constructive feedback to learners

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Range

*You must practically demonstrate that you have:

Used a minimum of 3 resources Portfolio reference

Handouts

Audio visual aids

Teacher devised work packs

Virtual Learning Environment (VLE)

Textbook/course manual

Used a minimum of 1 feedback method Portfolio reference

Oral feedback

Written feedback

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*It is strongly recommended that all range items are practically demonstrated. Where this is not possible, other forms of evidence may be produced to demonstrate competence.





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

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Knowledge

Outcome 2

Be able to plan inclusive learning and teaching sessions

You can: Portfolio reference /Assessor initials*

a. Plan a session for learning and teaching that meets the needs of learners

b. Justify the selection of approaches to meet the needs of learners

c. Plan assessment methods to meet the needs of learners


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Outcome 3

Be able to evaluate own practice in delivering inclusive learning and teaching


a. Reflect on own approaches to delivering inclusive learning and teaching

b. Identify areas for improvement in own practice


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Outcome 1: Be able to deliver inclusive learning and teaching sessions

Unit content


UV3076060

Learning approaches to meet the needs of learners: Learning preferences, teaching methods (training session, lecture, role play, discussion, demonstration), minimising barriers to learning, verbal and non-verbal communication, audio/visual aids, formal and informal communication, explaining, listening and responding to learners, questioning skills, spelling, punctuation and grammar in written communications, establishing and maintaining effective relationships, negotiating/promoting learners’ participation, contributing to group discussions, extracting, summarising, responding, probing and reflecting, voice projection, stress and intonation, motivation theory (e.g. Maslow, Herzberg, McGregor), differentiation, classroom management, assessment strategies.

Use of resources to meet the needs of learners: Handouts (design, matching to learners’ needs and abilities, including those with learning difficulties and disabilities, hearing or sight impairment, font type, font size, SMOG test, white space, images, layout, colour), case studies, notes, summaries, videos, textbooks, exemplar materials, adaptation of existing and commercial packages, audio and visual aids, personal computers/packages, CD ROM, internet, intranet, virtual learning environment, (VLE), active board/interactive board, learner centred activities, access to teacher devised learning packages, learning networks, email discussion groups and notice boards, ICT role in producing assignments,

recording assessment, attendance and achievement, learning stereotyping, communicate with learners to meet their needs and understanding, written, verbal and non-verbal communication, inclusive language.

Provide constructive feedback to learners: Clear, constructive feedback on assessment outcomes, within agreed timescale, negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements (objective), feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring, achievement in setting goals/action planning, use of feedback from range of appropriate sources, e.g. work based assessor, timely reviews, learner reflection.

Outcome 2: Be able to plan inclusive learning and teaching sessions

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Plan learning and teaching sessions: Learning preferences, Blooms taxonomy of learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), schemes of work, aims and objectives, lesson plans (timing, content, purpose), incorporating appropriate teaching and learning strategies, specialist requirements, VARK (visual audio, reading, kinaesthetic) learning, group work, question and answer, variation, assessment methods (e.g. observation, oral questioning, written questions, project based, assignments), time management, the importance of not doing too much, allowing enough time for different activities, barriers to learning, legislation impacting on own practice.

Justify the selection of approaches to meet the needs of learners: Learning theory and assessment theory (including andragogy, pedagogy, behaviourism, cognitivism, humanism and socially situated learning e.g. Skinner, Gestalt, Piaget), motivation theory (e.g. Maslow, Herzberg, McGregor), reflective practice.

Plan assessment methods to meet the needs of learners: Assessment methods (e.g. observation, oral questioning, written questions, project based, assignments, formal/informal/paper based/non-paper based), knowledge of awarding organisation evidence requirements, initial assessment, formative assessment to assist learning, summative assessment to make a decision on competence.

Outcome 3: Be able to evaluate own practice in delivering inclusive learning and teaching

Reflect on own approaches to delivering inclusive learning and teaching: Models of reflection (e.g. Gibbs, Schön), self reflective practice, learner evaluation, peer evaluation (teacher, tutor, team, organisation, stakeholders), timing of evaluation, highlighting areas for development, mapping evaluation into teaching activities, sharing opportunities for engaging learners, evaluation during, at end and after course.

Identify areas for improvement in own practice: Qualitative and quantitative data collection, evaluation through open and closed questioning, satisfaction with approach to teaching and learning, attitude of teacher, appropriateness of

variety of learning activities, opportunities for differentiation in recognising different learners’ needs, suitability of resources including ICT, appropriate support, assessment to meet learner/course and organisational requirements, suggestions for areas for improvement.

UV3076062



The aim of this unit is to enable you to plan and deliver an inclusive learning and teaching session. You are required to deliver a microteaching session, and to evaluate your own delivery practice. You are also required to observe the microteaching sessions of peers.

UV40766_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

4

1

0


Learning outcomes


Using inclusive learning and teaching approaches in lifelong learning

1. Be able to deliver inclusive learning and teaching sessions

2. Be able to plan inclusive learning and teaching sessions

3. Be able to evaluate own practice in delivering inclusive learning and teaching




4. Microteaching You should be involved in at least one hour of microteaching. You must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.


UV40766 65







UV40766






66

Microteaching sign off

One hour of microteaching must be carried out to achieve this unit. This must include at least 15 minutes delivery which must be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.

Your assessor will complete the table below when the mandatory microteaching element (one hour) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

Outcome 1

Observations

You can:


Be able to deliver inclusive learning and teaching sessions

a. Demonstrate inclusive learning and teaching approaches to engage and motivate learners

b. Demonstrate the use of appropriate resources to support inclusive learning and teaching

c. Use assessment methods to support learning and teaching

d. Communicate with learners to meet their needs and aid their understanding

e. Provide constructive feedback to learners

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Portfolio reference

Assessor initials

Learner signature

Range


Used minimum of 3 resources Portfolio reference

Handouts

Audio visual aids

Teacher devised work packs

Virtual Learning Environment (VLE)

Textbook / course manual

Used a minimum of 1 feedback method Portfolio reference

Oral feedback

Written feedback

UV4076668






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Knowledge

Outcome 2

Be able to plan inclusive learning and teaching sessions


a. Plan a session for learning and teaching that meets the needs of learners

b. Justify the selection of approaches to meet the needs of learners


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Outcome 3

Be able to evaluate own practice in delivering inclusive learning and teaching


a. Review own approaches to delivering inclusive learning and teaching

b. Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners


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Outcome 1: Be able to deliver inclusive learning and teaching sessions

Unit content


UV4076672

Demonstrating inclusive approaches: Motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), learning preferences, lesson planning, differentiation, classroom management, applying organisational policies and procedures, written, verbal and non-verbal communication.

Demonstrating use of appropriate resources: Learners levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count), testing resources, readability of resources, computerised resources, strengths and limitations of specific resources, learning preferences, representation of cultural differences, avoiding stereotyping, adapting resources to accommodate specific learning difficulties and disabilities.

Using assessment methods: Assessment planning involving the learner, different methods of assessment (e.g. observation, oral questioning, written questions, project based assignments), formal and informal, paper based and non-paper based, awarding body requirements, different types of assessment (e.g. formative, summative).

Communicating with learners: Written, verbal and non-verbal communication, inclusive language, selection of appropriate register.

Providing constructive feedback to learners: Clear, constructive on assessment outcomes, written agreed timescale, negotiating with learners, interactive, appropriate environment

and language, specific to assessment requirements (objective), feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as a basis for improvement/targets setting, measuring achievements in setting goals/action planning, use of feedback form range of appropriate sources e.g. work based assessor, timely reviews, learner self reflection.

Outcome 2: Be able to plan inclusive learning and teaching sessions

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Planning a session: Different learning and teaching methods to accommodate different learning preferences and different abilities or needs including one to one, paired work, small group teaching, whole group teaching, minimising potential institutional, social, cultural and personal barriers to ensure curricula area accessible to all, lesson planning, Bloom’s taxonomy of learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding LLN (language, literacy, numeracy) and ICT, different assessment methods, legislation impacting on own practice.

Justifying the selection of approaches: Learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g. Maslow, McGregor, Herzberg, Dwerk), assessment theory, different methods of assessment (e.g. observation, oral questioning, written questions, games, assignments), different types of assessment (e.g. formative, summative), validity and reliability of assessment methods selected, strengths and limitations of a range of resources, reflective practice.

Outcome 3: Be able to evaluate own practice in delivering inclusive learning and teaching

Reflecting on own approaches to delivery: Models of reflection (e.g. Schön, Gibbs, Brookfield, Johns, Atkins and Murphy), self reflective practice, models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative information), programme evaluation (qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting, professionalism.

Analysing how inclusive practice can be improved: Self reflective practice, obtaining feedback from a range of appropriate sources (e.g. self, learners, peer/tutor observations).

UV4076674


UV40767Manage learning and development in groups

The aim of this unit is to enable you to manage learning and development in groups. You are expected to understand the use of a variety of management methods, for example motivational strategies, behaviour management, provision of advice as well as deliver strategies to facilitate learning. You are also expected to involve learners within groups in the learning and development process.

UV40767_v11

GLH

Credit value

Level

Observation(s)

External paper(s)

30

6

4

1

0


Learning outcomes


Manage learning and development in groups

1. Be able to manage group learning and development environments

2. Be able to apply methodologies to manage learning and development in groups

3. Be able to manage learning and development in groups to comply with legal and organisational requirements

4. Understand the principles and practices of managing learning and development in groups

1. Teaching practice You are required to undertake teaching practice in a work environment. Practice should be in an appropriate context with groups of learners.

2. Working environment This unit assesses occupational competence. Outcomes 1-3 must be observed/assessed in a work environment. Simulations, projects or assignments are not allowed for these outcomes.



UV40767 77


6. 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. N.B. This does not apply to outcomes that must be assessed in the work environment.





UV40767






78

Outcome 1

Observations

You can:


Be able to manage group learning and development environments

a. Facilitate communication, collaboration and learning between group members

b. Use motivational methods to engage the group and its individual members in the learning and development process

c. Consult with group members to adapt their learning and development environments to improve their learning outcomes

d. Manage the risks associated with group learning and development

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Portfolio reference

Assessor initials

Learner signature

Outcome 2

You can:

a. Involve learners in agreeing group learning and development objectives

b. Adapt and implement delivery methods, activities and resources to meet the learning and development objectives of the group

c. Manage group learning strategies and delivery methods to reflect changing requirements

d. Provide individual advice to learners to assist their decision making about future learning needs

Be able to apply methodologies to manage learning and development in groups

UV4076780




Portfolio reference

Assessor initials

Learner signature

Outcome 3

You can:

Be able to manage learning and development in groups to comply with legal and organisational requirements

a. Support learner’s rights in relation to equality, diversity and inclusion

b. Minimise risks to safety, health, wellbeing and security of learners

c. Manage confidentiality in relation to learners and the organisation

d. Maintain learning and development records in accordance with organisational procedures

UV40767 81




Portfolio reference

Assessor initials

Learner signature

Range


Facilitated all types of groups Portfolio reference

Formal

Informal

Group of 2-3 participants

Group of 4+ participants

Covered all evaluation topics Portfolio reference

Learning

Behaviour

Achievement

Adapted methods to meet the needs of learners in all settings Portfolio reference

Small group

Large group

UV4076782

*It is strongly recommended that all range items are practically demonstrated. Where this is not possible, other forms of evidence may be produced to demonstrate competence.






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Knowledge

Outcome 4

Understand the principles and practices of managing learning and development in groups


a. Analyse the characteristics of group environments that foster learning and development

b. Evaluate strategies to manage group behaviour and dynamics

c. Evaluate management techniques which facilitate the delivery of learning and development in groups

d. Analyse ways to involve learners in the management of their own learning and development in groups

e. Analyse risks to be considered when managing learning and development in groups

f. Explain how to manage barriers to individual learning in groups


UV4076784

Outcome 1: Be able to manage group learning and development environments

Unit content


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Facilitating communication, collaboration and group learning: Transactional analysis (dynamics of interpersonal communication), group formation theory (e.g. forming, storming, norming, performing), role allocation in groups (e.g. team roles – company worker, chairperson, resource investigator, monitor, evaluator, team worker, completer, finisher), learning contracts and codes of conduct, differences between teams and groups, controlling the learning situation, directing the learning of students, coping with individual student differences, inclusion, differentiation.

Using motivational methods to engage the group and its individual members: Motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), learning preferences, different methods of learning and teaching (e.g. role play, discussion, games, supported, flexible or independent study, learner centered learning), institutional, social, cultural and personal factors affecting motivation, learner’s responsibility for own learning, barriers to learning, coping strategies, appropriate support methods, stimulating independent learning, written, verbal and non-verbal communication skills.

Consulting with group members to adapt environments to improve learning outcomes: Teaching and learning preferences, written, verbal and non-verbal communication skills, negotiation skills, SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), reviewing

progress, obtaining feedback from a range of suitable sources (e.g. self, learners, peer/tutor observation).

Managing the risks associated with group learning and development: The concept of the safe learner, including identification of hazards, risks and controls, identifying own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures currently in place, identification of applicable work procedures, identification of prohibitions and restrictions, safeguarding (e.g. ECM – Every Child Matters, be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), data protection, organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints, appeals and personal safety policies), equality legislation, impact of legislation on own practice.

Outcome 3: Be able to manage learning and development in groups to comply with legal and organisational requirements

Outcome 2: Be able to apply methodologies to manage learning and development in groups

UV4076786

Involving learners in agreeing group objectives: Written, verbal and non-verbal communication, negotiation skills, SMART objectives (Specific, Measurable, Achievable, Timely), motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), understanding the balance between group needs and task requirements.

Adapting and implementing delivery methods to meet objectives: Learning preferences, different assessment (e.g. observation, oral questioning, written questions, project based assignments), different methods of learning and teaching (e.g. demonstration, presentation, role play, games, discussion, problem solving,

assignments), reviews, use of feedback from a range of appropriate sources (e.g. self, learners, peer/tutor observations, work based assessors).

Manage group learning strategies and delivery method to reflect changing requirements: Classroom management, reviews, use of feedback from a range of appropriate sources (e.g. learners, managers, peer/tutor observation, work based assessors), role allocation in groups, learning contracts and codes of conduct, controlling the learning situation, directing the learning of students, coping with individual student differences.

Supporting learners’ rights in relation to equality, diversity and inclusion: Organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints and appeals policies), equality inclusive language, avoiding stereotyping, prejudice and discrimination, differentiation, impact of legislation on own practice.

Minimising risk to safety, health, wellbeing and security of learners: The concept of the safe learner, including identification of hazards, risks and controls, identification of own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording emergency procedures currently in place, identification of applicable work

procedures, safeguarding (e.g. ECM – Every Child Matters, be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), impact of legislation on own practice (e.g. duty of care).

Managing confidentiality: Data protection legislation, freedom of information, types of records generated (e.g. application form enrolment form, ILP (individual learning plan), assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), organisational requirements for monitoring and auditable purposes, awarding organisation requirements, maintaining records in accordance with organisational procedure.

UV40767 87

Characteristics of group environments: Learning preferences, group formation theory (e.g. forming, storming, norming, performing), motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), role allocation in groups (e.g. team roles – company worker, chairperson, resource investigator, monitor, evaluator, team worker, completer, finisher), classroom management, the learning organisation.

Strategies to manage group behaviour: Behaviour management, group formation theory (e.g. forming, storming, norming, performing), role allocation in groups (e.g. team roles), legislation, organisational policies and procedures, negotiation skills, empowerment, establishing boundaries, management styles (e.g. laissez-faire, democratic, autocratic), motivation theory (e.g. Maslow, McGregor), learning contracts, codes of conduct, group size, planning to proceed, reviews, mechanisms for groups to deal with unco-operative members.

Evaluating management techniques: Self reflective practice, models of evaluation (e.g. Kirkpatrick), obtaining feedback from a range of appropriate sources (e.g. self, learners, peer/tutor observations), management styles (e.g. laissez-faire, democratic, autocratic), identifying assessment outcomes as basis for improvement/target setting.

Analysing ways to involve learners in management of own learning and development: Motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), lesson planning, learning preferences, group dynamics, different teaching and learning methods (e.g. role play, problem solving, supported, flexible or independent

study, learner centered learning, discussion, games, assignments), ILPs (individual learning plans), code of conduct, role allocation in groups (e.g. team roles), self reflective practice.

Analysing risks to be considered: The concept of the safe learner, including identification of hazards, risks and controls, identifying own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures currently in place, identification of applicable work procedures, identification of prohibitions and restrictions, safeguarding (e.g. ECM – Every Child Matters, be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), data protection, organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints, appeals and personal safety policies) equality legislation.

Managing barriers to individual learning in groups: Institutional, social, cultural and personal barriers, organisational provision to support learning, identifying key staff members’ responsibility for co-ordination of support, external provision to support learners, range of referral agencies available, liaison with key support agencies, signposting, information, advice and guidance (IAG), negotiation skills.

Outcome 4: Understand the principles and practices of managing learning and development in groups

UV4076788


UV30563Understanding the principles and practices of assessment

The aim of this unit is to develop your knowledge and understanding of the principles and practices of assessment.

UV30563_v6

GLH

Credit value

Level

Observation(s)

External paper(s)

24

3

3

0

0



Understanding the principles and practices of assessment

1. Understand the principles and requirements of assessment

2. Understand different types of assessment method

3. Understand how to plan assessment

4. Understand how to involve learners and others in assessment

5. Understand how to make assessment decisions

6. Understand quality assurance of the assessment process

7. Understand how to manage information relating to assessment

8. Understand the legal and good practice requirements in relation to assessment

UV30563 91

1. Specific unit requirements All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.

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









UV3056392

Knowledge

Outcome 1

Understand the principles and requirements of assessment

You can: Portfolio reference

a. Explain the functions of assessment in learning and development

b. Define the key concepts and principles of assessment

c. Explain the responsibilities of the assessor

d. Identify the regulations and requirements relevant to the assessment in own area of practice

UV30563 93

Outcome 2

Understand different types of assessment method


a. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

UV3056394

Outcome 3

Understand how to plan assessment


a. Summarise key factors to consider when planning assessment

b. Evaluate the benefits of using a holistic approach to assessment

c. Explain how to plan a holistic approach to assessment

d. Summarise the types of risks that may be involved in assessment in own area of responsibility

e. Explain how to minimise risks through the planning process

UV30563 95

Outcome 4

Understand how to involve learners and others in assessment


a. Explain the importance of involving the learner and others in the assessment process

b. Summarise types of information that should be made available to learners and others involved in the assessment process

c. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning

d. Explain how assessment arrangements can be adapted to meet the needs of individual learners

UV3056396

Outcome 5

Understand how to make assessment decisions


a. Explain how to judge whether evidence is: • sufficient • authentic • current

b. Explain how to ensure that assessment decisions are: • made against specified criteria • valid • reliable • fair

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Outcome 6

Understand quality assurance of the assessment process


a. Evaluate the importance of quality assurance in the assessment process

b. Summarise quality assurance and standardisation procedures in own area of practice

c. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

UV3056398

Outcome 7

Understand how to manage information relating to assessment


a. Explain the importance of following procedures for the management of information relating to assessment

b. Explain how feedback and questioning contribute to the assessment process

UV30563 99

Outcome 8

Understand the legal and good practice requirements in relation to assessment


a. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

b. Explain the contribution that technology can make to the assessment process

c. Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment

d. Explain the value of reflective practice and continuing professional development in the assessment process

UV30563100

Outcome 1: Understand the principles and requirements of assessment

Unit content


UV30563 101

Functions of assessment: Awarding organisation, regulatory requirements and occupational standards, assess achievement plan progression and development, identification of further training needs, reasonable adjustments and specific considerations for assessment, methods and modes of delivery of assessment.

Key concepts and principles: Assessment opportunities linked to learning, collaboration/agreement between assessor, centre and learner, achievements and opportunities for development and improvement, enhancement of achievement, identification of learner needs, reasonable adjustments, recognition of prior learning.

Responsibilities of assessor: Regulatory and awarding body requirements and occupational standards, organisational

requirements, knowledge of internal vertification processes, reliability and credibility of assessment decisions, recognition of learner needs, recognition of prior learning, occupational/vocational competence and currency, continuing professional development opportunities for personal development and improvement.

Regulations and requirements in own area of practice: Regulatory bodies and their directives including Ofqual, SQA, DfES, CCEA, sector skills councils and awarding organisations, centre requirements, internal and external vertification processess and strategies, self-assessment reviews and self-improvement plans, legislation including equality and diversity, health, safety and welfare, risk assessment and accident reporting procedures, standardisation and moderation.

Outcome 2: Understand different types of assessment method

Strengths and limitations of assessment methods used by individual learners: Regulation and good practice requirements, recognition of initial assessment of learners, reasonable adjustments and special considerations, specific conditions in relation to time, resources, staffing, technology and work environment, recognition of prior

learning, holistic approach to assessment, enhancement of skills and knowledge, improvement opportunities, advantages and disadvantages of assessment methods such as practical observation, oral and written questioning, projects and assignments, witness testimonies and discussions.

UV30563102

Outcome 3: Understand how to plan assessment

Key factors when planning assessment: Acknowledging regulatory body requirements, awarding organisation requirements and centre requirements, occupational expertise of assessor, learner needs, assessment plan, including timing and venue, assessment methods including observation of performance, written evidence (i.e. projects, assignments, independent papers and journals), oral and written questioning, witness testimony, learner statements and recognising prior learning, range opportunities.

Benefits of holistic approach: Amalgamation of knowledge and understanding outcomes with practical outcomes including range statements and variety of activities, natural progression from one outcome to another in a work environment, beneficial to learner development.

Planning holistic approach: Assessment opportunities, to take advantage of naturally occurring outcomes using a variety of activities.

Types of risks involved in assessment: Limitations affecting assessment and opportunities for assessment, lack of assessor expertise/occupational competence, assessment risks such as resources not fit for purpose and unsuitable timing, assessment plan is not valid, fair and reliable, occupational risks such as health, safety and welfare, equality and diversity, first aid and emergency procedures, data protection and confidentiality.

Minimising risks in assessment: Following clear directives from regulatory bodies, applying specified criteria and standards, ensuring appropriate staff occupational/assessment experience, documented rationale for assessment, identifying learner needs, considering reasonable adjustments and special considerations, appeals procedures, equality and diversity, health, safety and welfare, safeguarding and security, using appropriate methods of assessment, applying standardisation, clear audit trail for evidencing assessment decisions, tracking.

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Outcome 4: Understand how to involve learners and others in assessment

Types of information available to learner and others: Awarding organisation requirements, including learning outcomes and assessment criteria, assessment method and plan, types of evidence, tasks, reasonable adjustments and special considerations, timing, venue, expected outcomes, assessment decisions and feedback.

Use of effective peer and self assessment to promote learner involvement and responsibility: Self-assessment on carrying out assessment, use of outcome measures including feedback from peers, witness testimonies, observation reports, appraisal

and achievement of goals/targets, identification of strengths and weaknesses, achievements and opportunities for improvement, conclusions, setting of personal goals and personal development planning.

Adapting assessment for individual needs: Initial assessment of learners, aligned with regulations and good practice requirements, negotiation of plan with learner, reasonable adjustments and special considerations, specific conditions in relation to time, resources, technology and work environment, recognition of prior learning.

Outcome 5: Understand how to make assessment decisions

Judging evidence: In line with awarding organisation and centre requirements, rationale provided for assessment decisions including credibility and authenticity with learning programme and outcomes, assessment evidence to be sufficient, current and reliable.

Confirming assessment decisions: Judgement against specified criteria, rationale and justification provided for assessment decisions, evidence to be valid, current and relevant to occupational standards, achievement of outcomes and ranges to be confirmed, authenticity, reliability and sufficiency of evidence to be confirmed using standardisation procedures, mark sheets, record cards, sampling and verification, replication of

assessment tasks under identical/similar conditions/context.

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Outcome 6: Understand quality assurance of the assessment process

Importance of quality assurance for assessment: To meet regulatory body, awarding organisation and centre requirements, use of standardisation, credibility of assessment decisions, internal and external verification procedures, cohesive process, evaluation procedures, opportunities for improvement.

Standardisation procedures in own occupational area: In accordance with centre and awarding organisation policies and occupational standards, standardisation of assessment method,

paperwork, collaboration/agreement of learner feedback, standardisation meetings, sharing good practice, internal and external verification procedures, shadowing, evaluation procedures.

Procedures following disputes concerning assessment: Awarding organisation and centre procedures, documented appeals procedure, process for appeal, including appropriate personnel, confidentiality, ensure no discrimination, outcome to procedure, transparent audit trail.

Outcome 7: Understand how to manage information relating to assessment

Management of information: Accurate reflection of activities/occurrences, range of assessment methods documented, action plans/personal development plans, completed assessment logbooks/pro-formas, records of oral and written questioning, to be aligned with centre and awarding organisation policies, legislative requirements.

Contribution of feedback to assessment process: Collaboration/agreement of assessment decisions, motivation, identify further assessment needs, identify learner needs to improve achievement, corroboration of assessment decisions, opportunity for development, target/goal setting.

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Outcome 8: Understand the legal and good practice requirements in relation to assessment

Legal issues, policies and procedures relevant to assessment: Regulatory bodies including Ofqual, SQA, DfES and CCEA, sector skills councils and awarding organisations, legislation including health and safety, equality and diversity, procedures including first aid and emergency procedures, risk assessment, accident reporting procedures, hygiene and duty of care, safe recording and storage of information, data protection, standardisation and moderation of assessors, peer observations, continuing professional development.

Contribution of technology in assessment process: Use of new technology such as online testing, initial testing, electronic projects/assignments, e-portfolios, audio and visual evidence, electronic feedback and discussion forums, distance learning, consideration of authenticity and reliability of evidence, record keeping and storage, appropriate systems and software, electronic safeguarding and security.

Evaluation of equality and diversity regarding assessment: Recognising equality and diversity including bilingualism, legislative requirements, codes of practice, flexibility in planning, implementation and quality assurance, provision of additional resources and support.

Value of continuing professional development and reflective practice: Self-assessment on carrying out assessment, use of outcome measures including feedback from learners and colleagues, observation reports, appraisal and achievement of goals/targets,

identification of strengths and weaknesses, achievements and opportunities for improvement, conclusions, setting of personal goals and personal development planning.

UV30563106


UV30757Principles of assessment in lifelong learning

The aim of this unit is to develop your understanding in accordance with regulations permitting the qualification of teachers at Level 3, including the different types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process, and the requirement to keep assessment records.

UV30757_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

0

0



Principles of assessment in lifelong learning

1. Understand types and methods of assessment used in lifelong learning

2. Understand ways to involve learners in the assessment process

3. Understand requirements for keeping records of assessment in lifelong learning

UV30757 109











UV30757110

Knowledge

Outcome 1

Understand types and methods of assessment used in lifelong learning


a. Explain the types of assessment used in lifelong learning

b. Explain the use of methods of assessment in lifelong learning

c. Compare the strengths and limitations of assessment methods to meet individual learner needs


UV30757 111

Outcome 2

Understand ways to involve learners in the assessment process


a. Explain ways to involve the learner in the assessment process

b. Explain the role of peer and self-assessment in the assessment process


UV30757112

Outcome 3

Understand requirements for keeping records of assessment in lifelong learning


a. Explain the need for keeping records of assessment of learning

b. Summarise the requirements for keeping records of assessment in an organisation


UV30757 113

Outcome 1: Understand types and methods of assessment used in lifelong learning

Unit content


UV30757114

Types of assessment used in lifelong learning: Learning journey, screening, initial, diagnostic, formative, summative assessment, methods of assessment (oral questioning, practical observation, written questioning, project based, assignments, multiple choice questions) self, peer, ipsative (present against prior), criterion referenced, normative referenced learning, assessment as learning, assessment for learning, cultural and linguistic bias in assessment instruments, improve and sustain performance, benchmark performance, use as a measure of success, performance tables, accountability, socio-economic and cultural functions, learning issues, recognition of prior learning (RPL).

The use of methods of assessment in lifelong learning: Assignments, observations, case studies, discussions, computerised assessment, group work, practical observations, presentations, Q and A, tests, role play, witness testimony, formal and informal, improvement score, recognition of improvement, motivation, self-assessment, realistic target setting, action planning, tutorial systems and development of key/basic skills, identifying support needs, guidance, individual study skills, learner ownership when monitoring, reviewing own progress, equality of opportunity and access.

Strengths and limitations of assessment methods to meet individual learners needs: Valid, reliable, fair, sufficient, current, authentic, differentiation (i.e.

adaptations of assessment arrangements to meet the needs of individual learners) manageability, costs and effectiveness, fit for purpose, robustness, timing, credibility and compatibility with learning programme and required learning outcomes, coherence, adhere to centre and/or industry, awarding body and government requirements, meeting national standards, access, addressing individual or group needs, flexibility, opportunities to support learners, use in motivating learners, encouraging learners in self assessment, learner ownership of assessment, effectiveness in design, realistic and relevant to encourage learning.

Outcome 2: Understand ways to involve learners in the assessment process

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Planning assessment: Equality of opportunity and access, coherent process, correct conditions/environment, sufficient and appropriate resources, awarding body requirements, assessment or performance criteria, mark scheme, time, date, location, negotiate/agree assessment plan with learner, target setting.

Peer assessment: Group guidelines, group dynamics, diversity, inclusion, access to assessment, collaborative activities, formal and informal opportunities for peer assessment, creating supportive environments in which peer assessment is encouraged, peer teaching opportunities, pairing learners to encourage safe peer assessment, creating appropriate conditions/environment and resources for peer assessment.

Self assessment: Creating a safe environment, encourage learners to self assess informally, creating opportunities for formalising self assessment, providing learners with skills, building individual self confidence, learner ownership of their own achievement records when monitoring and reviewing own progress, individual learning and assessment programmes based on outcomes of self assessment.

Outcome 3: Understand requirements for keeping records in lifelong learning

Reasons for keeping records of assessment of learning: Maintain records of exam results, academic and/or vocational achievements, recognition of prior learning (RPL), progress, assessment outcomes to modify individual learning/assessment, programmes as appropriate, performance table, external verifiers/moderators, awarding body and/or organisational procedures to record assessment results that are valid/reliable/compatible with the learning programme, conform to organisational and national requirements, e.g. awarding bodies, resources, rigour in recording and tracking learners’ achievements, data protection legislation, freedom of information

legislation, attendance records, quality assurance, sampling, internal and external verification systems, learner centred assessment, individual learning plan.

Requirements for keeping records of assessment in an organisation: Accuracy, legibility, learner details, assessor details, schemes of work, lesson plans, internal and external verification, reports, organisational self assessment reports (SAR), awarding body requirements, regulatory and funding body requirements, evaluation reports, appeals and complaints, quantitative information.

UV30757116


UV40763Principles of assessment in lifelong learning

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

UV40763_v10

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

4

0

0



Principles of assessment in lifelong learning

1. Understand how types and methods of assessment are used in lifelong learning

2. Understand how to involve learners in the assessment process

3. Understand requirements for keeping records of assessment in lifelong learning

UV40763 119











UV40763120

Knowledge

Outcome 1

Understand how types and methods of assessment are used in lifelong learning


a. Analyse how types of assessment are used in lifelong learning

b. Analyse how assessment methods are used in lifelong learning

c. Evaluate strengths and limitations of assessment methods to meet individual learner needs


UV40763 121

Outcome 2

Understand how to involve learners in the assessment process


a. Evaluate how to involve the learner in the assessment process

b. Analyse the role of peer and self-assessment in the assessment process


UV40763122

Outcome 3

Understand requirements for keeping records of assessment in lifelong learning


a. Explain the need to keep records of assessment of learning

b. Summarise requirements for keeping records of assessment in an organisation


UV40763 123

Outcome 1: Understand how types and methods of assessment are used in lifelong learning

Unit content


UV40763124

Analysing use of assessment in lifelong learning: The learning journey, assessment planning involving the learner, different stages of assessment (screening, initial assessment, diagnostic assessment, formative, summative), different forms of assessment (self, peer, ipsative, criterion referenced, normative referenced, assessment for learning, assessment as learning, assessment of learning).

Analysing assessment methods used in lifelong learning: Different methods of assessment (e.g. observation, oral questioning, written questions, project-based assignments, examinations, product

evidence), formal and informal, paper-based and non-paper based, awarding body requirements, combinations of different methods on the learning journey.

Evaluating strengths and limitations of assessment methods: Considering issues that impact upon selection of assessment methods (validity, reliability, fairness, sufficiency, currency, authenticity), strengths and limitations of different assessment methods, adaption of assessment strategies to meet individual needs, awarding body specification with reference to specific assessment requirements, differentiation.

Outcome 2: Understand how to involve learners in the assessment process

Involving the learner in the assessment process: Assessment planning involving the learner, self-assessment, peer group assessment, using assessment outcomes as a basis of improvement/target setting, use of feedback to the learner from a range of appropriate sources (e.g. tutor, work-based assessor, timely reviews, peers, learner self-reflection), feedback from learner, action planning, SMART objectives (specific, measurable, achievable, relevant, timely).

Role of peer and self-assessment in the process: Learner empowerment, learner autonomy, reflective skills, strengths and

limitations of self-assessment, strengths and limitations of peer group assessment, triadic assessment (self, peer and tutor assessments working together).

Outcome 3: Understand requirements for keeping records of assessment in lifelong learning

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Managing confidentiality: Data protection, freedom of information, types of records generated (e.g. application form, enrolment form, individual learning plan (ILP), assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), awarding body requirements, safeguarding (e.g. duty of care), auditable, organisational policy and practice, impact of legislation on own practice.

Maintaining records in accordance with organisational procedure: Accuracy, legibility, data protection act, feedback to learner, quality assurance (QA), internal verification (IV) monitoring, external verification (EV) monitoring, organisational self-assessment report (SAR), regulatory and funding agencies, appeals and complaints procedures, organisational policy and practice.

UV40763126


Documents

VTCT Level 4 Award in Preparing to Teach in the Lifelong ... of Assessment Book/AG40249...Preparing to Teach in the Lifelong Learning Sector or PTLLS as it has become more commonly