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Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF)
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF)
Mandatory Units
Specification to be used in conjunction with the Optional Units specification
Specialist and Professional qualifications First teaching August 2012
Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.
Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.
References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Jane Boehm
Publications Code BA029605
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing Edexcel Specialist and Professional qualifications 1
What are Specialist qualifications? 1
What are Edexcel Professional qualifications? 1
2 Qualification summary and key information 3
QCF qualification title and Qualification Number 4
Objective of the qualifications 4
Related qualifications in the teaching, training and education suite 4
Inter-relationships between teaching, training and education qualifications 5
Relationship with previous qualifications 6
Progression opportunities through Edexcel qualifications 6
Industry support and recognition 6
Relationship with National Occupational Standards 6
3 Centre resource requirements 7
General resource requirements 7
Specific resource requirements 7
4 Qualification structures 10
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) 10
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination 10
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination 11
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) 15
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination 16
5 Assessment 21
6 Recognising prior learning and achievement 23
Recognition of Prior Learning 23
Credit transfer 24
Quality assurance 24
Approval 26
Quality assurance guidance 26
7 Programme delivery 27
8 Access and recruitment 28
9 Access to qualifications for learners with disabilities or specific needs 29
10 Unit format 30
Unit title 30
Unit reference number 30
QCF level 30
Unit type 30
Credit value 30
Guided learning hours 30
Unit aim 30
Assessment requirements 30
Learning outcomes 31
Assessment criteria 31
Unit amplification 31
Information for tutors (non-competence units only) 31
Unit 1: Assess Vocational Skills, Knowledge and Understanding 32
Unit 2: Assessing Learners in Lifelong Learning 39
Unit 3: Assessing Learners in Lifelong Learning 49
Unit 4: Delivering Lifelong Learning 62
Unit 5: Delivering Lifelong Learning 73
Unit 6: Develop and Prepare Resources for Learning and Development 85
Unit 7: Facilitate Learning and Development in Groups 89
Unit 8: Facilitate Learning and Development for Individuals 95
Unit 9: Identify Individual Learning and Development Needs 100
Unit 10: Manage Learning and Development in Groups 104
Unit 11: Planning to Meet the Needs of Learners 110
Unit 12: Planning to Meet the Needs of Learners 120
Unit 13: Principles of Assessment in Lifelong Learning 132
Unit 14: Principles of Assessment in Lifelong Learning 138
Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning 145
Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning 151
Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning 159
Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning 167
Unit 19: Understanding the Principles and Practices of Assessment 176
Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 184
Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 191
Unit 22: Using Resources for Lifelong Learning 198
Unit 23: Using Resources for Lifelong Learning 208
11 Further information and useful publications 220
12 Professional development and training 221
Annexe A: Progression Opportunities 222
Annexe B: Certificate in Teaching in the Lifelong Learning Sector — mapping overview 223
Annexe C: Teaching Practice Assignment 224
Annexe D: Documents for Teaching Practice 227
Annexe E: Personal Learning Log 239
Annexe F: Portfolio Evidence Recording Sheets 244
Unit 1: Assess Vocational Skills, Knowledge and Understanding (Level 3) 244
Unit 2: Assessing Learners in Lifelong Learning (Level 3) 247
Unit 3: Assessing Learners in Lifelong Learning (Level 4) 249
Unit 4: Delivering Lifelong Learning (Level 3) 251
Unit 5: Delivering Lifelong Learning (Level 4) 253
Unit 6: Develop and Prepare Resources for Learning and Development (Level 4) 255
Unit 7: Facilitate Learning and Development in Groups (Level 3) 256
Unit 8: Facilitate Learning and Development for Individuals (Level 3) 258
Unit 9: Identify Individual Learning and Development Needs (Level 3) 260
Unit 10: Manage Learning and Development in Groups (Level 4) 262
Unit 11: Planning to Meet the Needs of Learners (Level 3) 264
Unit 12: Planning to Meet the Needs of Learners (Level 4) 266
Unit 13: Principles of Assessment in Lifelong Learning (Level 3) 268
Unit 14: Principles of Assessment in Lifelong Learning (Level 4) 269
Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) 270
Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) 272
Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) 274
Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) 276
Unit 19: Understanding the Principles and Practices of Assessment (Level 3) 278
Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) 282
Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) 284
Unit 22: Using Resources for Lifelong Learning (Level 3) 286
Unit 23: Using Resources for Lifelong Learning (Level 4) 288
Annexe G: LLUK Assessment Strategy 290
Purpose of this specification
The purpose of this specification is to provide details of the rules of combination and mandatory units for use in the delivery of the Level 3 and Level 4 Certificate in Teaching in Lifelong Learning Sector (QCF).
The mandatory units in this specification are for use in conjunction with:
the Edexcel Optional Units Specification, publications code BA030942.
These mandatory units were originally developed in 2007, and have now been reviewed and updated in line with sector requirements. Any changes made have been in response to sector demand and to provide increased flexibility for the changing demands made of the further education sector. Units are included that have been developed for other qualifications such as those for learning and development (competence). These units are considered appropriate for the many related roles undertaken by teachers, tutors and trainers particularly in work-based learning.
This specification includes all mandatory units offered by Edexcel for the Certificate in Teaching in the Lifelong Learning Sector qualifications, and should be used in accordance with the rules of combination. The rules of combination are included and it is important to use only those units listed and approved for each qualification.
This specification sets out:
the qualification’s objective to meet the requirements for those in the associate teaching role in the further education sector
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units which a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
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1 Introducing Edexcel Specialist and Professional qualifications
What are Specialist qualifications?
Edexcel Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF), in this case the Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector. They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
There are three sizes of specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time–defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
This specialist qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England. The quality assurance model for this level 3 will be different from that of the level 4 Certificate in Teaching in the Lifelong Learning Sector (see the section on Quality Assurance for further details).
What are Edexcel Professional qualifications?
Edexcel Professional qualifications are qualifications from Levels 4–7 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
There are three sizes of qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
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Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
This professional qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England.
The quality assurance model for this level will be different from that of the level 3 Certificate in Teaching in the Lifelong Learning Sector (see the section on Quality Assurance for further details).
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2 Qualification summary and key information
Qualification title Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF)
QCF Qualification Number (QN) 600/5448/7
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/08/2012
Age range that the qualification is approved for
19+
Credit value 36
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 160
Teaching Practice 30 hours
Grading information The qualification and units are at pass grade
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 9, Access and Recruitment)
Qualification title Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF)
QCF Qualification Number (QN) 600/5203/X
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/08/2012
Age range that the qualification is approved for
19+
Credit value 36
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 160
Teaching practice 30 hours
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)
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QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.edexcel.com/iwantto/Pages/info-manual.aspx
Objective of the qualifications
The Edexcel Level 3 or Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) is for learners who work in, or want to work in, the associate teaching role in the further education sector in England. Candidates should choose the level of study appropriate for themselves. This may be influenced by plans for progression to other teaching roles and qualifications.
These qualifications give learners the opportunity to:
develop knowledge related to teaching and learning in an associate teaching role
develop skills in teaching and learning
achieve a nationally-recognised Level 3 or 4 qualification
develop personal growth and engagement in learning.
Related qualifications in the teaching, training and education suite
Which qualification is most appropriate for which role?
ROLE QUALIFICATION
Assessor or Internal Quality Assurer
Training, Assessment and Quality Assurance (TAQA)
Trainer Learning and Development (L&D)
New to teaching Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)
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Inter-relationships between teaching, training and education qualifications
All of the teaching and learning qualifications contain some common units, increasing both the transferability between the qualifications and the choice of units available to centres and learners.
Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part and full-time teaching.
We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.
Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector (further details are in Section 7, Programme Delivery).
Preparing to Teach in the Lifelong Learning Sector
Certificate in Teaching in the Lifelong Learning Sector
Diploma in Teaching in the Lifelong Learning Sector
Learning and Development
Training, Assessment and Quality Assurance
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Relationship with previous qualifications
These qualifications are a direct replacement for the Level 3 and 4 Certificate in Teaching in the Lifelong Learning Sector. Any changes made have been in response to sector demand for updating and to provide increased flexibility in responding to the changing demands made of the further education sector. Information about how the new and old units relate to each other is given in Annexe C.
Progression opportunities through Edexcel qualifications
Learners who have achieved the Level 3 or the Level 4 Certificate in Teaching in the Lifelong Learning Sector can progress on to the Level 5 Diploma in Teaching in the Lifelong Learning Sector. See Annexe A: Progression opportunities for further information.
Industry support and recognition
These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.
Relationship with National Occupational Standards
These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk. Further information and advice is available from the Information and Advice Service at [email protected] or [email protected] or telephone 0300 303 1877.
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3 Centre resource requirements
As part of the approval process, centres must make sure that the resources required below are in place before offering the qualification.
General resource requirements
Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to ensure continuing professional development is provided for staff delivering the qualifications.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
Specific resource requirements
As well as the general requirements above, there are specific resource requirements that centres must meet with regard to the requirement for 30 hours of practice. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in practice is encouraged, and should denote varied aspects of training. These could include: the number of teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
Centres are encouraged to ensure trainee teachers have access to as many of these elements as possible during their teaching practice.
Observed and assessed practice
There must be a minimum of three observations totalling a minimum of 3 hours, over and above any observations done as part of a Preparing to Teach in the Lifelong Learning Sector award. Any single observation must be a minimum of half an hour. These are the minimum requirements, whatever combination of units is undertaken by a learner to achieve the qualification.
All those observing and assessing practice should have:
appropriate qualifications and experience to do so
access to appropriate guidance and support
ongoing participation in related programme quality assurance processes.
The following units require the practice of learners to be observed and assessed in a teaching and learning environment. This can be with individual learners, groups of learners or a combination of both. Observations can be formative or summative.
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Units 2 and 3: Assessing Learners in Lifelong Learning (Level 3) and Assessing Learners in Lifelong Learning (Level 4)
Units 4 and 5: Delivering Lifelong Learning (Level 3) and Delivering Lifelong Learning (Level 4)
Units 11 and 12: Planning to Meet the Needs of Learners (Level 3) and Planning to Meet the Needs of Learners (Level 4)
Units 22 and 23: Using Resources for Lifelong Learning (Level 3) and Using Resources for Lifelong Learning (Level 4.
If no observation and assessment of practice is considered appropriate for a particular cohort, learners should be involved in at least one hour of microteaching for:
Units 20 and 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) and Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
The following unit requires learners to undertake practice in a work environment. Practice should be in the appropriate context — either with groups of learners or with individual learners:
Unit 1: Assess Vocational Skills, Knowledge and Understanding (Level 3).
The following units are optional units for which the same requirements as above apply. (Please see the optional specification for more details on these units).
Unit 6: Develop Learning and Development Programmes (Level 4)
Unit 12: Engage Learners in the Learning and Development Process (Level 3)
Unit 13: Engage with Employers to Develop and Support Learning Provision (Level 3)
Unit 14: Engage with Employers to Facilitate Workforce Development (Level 4)
Unit 18: Identify the Learning Needs of Organisations (Level 4)
Unit 21: Internally Assure the Quality of Assessment (Level 4).
The following units assess occupational competence and there are additional requirements for those assessing these units:
Unit 6: Develop and Prepare Resources for Learning and Development (Level 4)
Unit 7: Facilitate Learning and Development in Groups (Level 3)
Unit 8: Facilitate Learning and Development for Individuals (Level 3)
Unit 9: Identify Individual Learning and Development Needs (Level 3)
Unit 10: Manage Learning and Development in Groups (Level 4).
The additional requirements for those who assess these units are:
to have up-to-date working knowledge and experience of best practice in Learning and Development
to be occupationally competent in the units they are assessing
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to hold one of the following qualifications or their recognised equivalent:
Level 3 Award in Assessing Competence in the Work Environment
Level 3 Certificate in Assessing Vocational Achievement
A1 Assess candidate performance using a range of methods
D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
to show current evidence of continuing professional development in assessment and learning and development.
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4 Qualification structures
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF)
Qualification structure at a glance – taken from the LSIS Qualification Structure guidance, September 2011
KEY
Award Certificate Unit from learning and development Qualification
OR
OR
OR
M
O
O
O
O
O
O
O
Units from the Level 3 Award in Preparing to Teach in the Lifelong
Learning Sector 12 credits
Level 3
Delivering lifelong learning
3 credits Level 3
Assessing learners in
lifelong learning 3 credits
Level 3
Planning to meet the needs of
learners 3 credits
Level 3
Using resources for lifelong learning
3 credits Level 3
Units from open optional credit
groups 12 credits
Level 3 or Level 4
Assess vocational skills, knowledge and understanding 6 credits Level 3
Identify individual learning and development needs 3 credits Level 3
Develop and prepare learning and development resources 6 credits
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Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 36
Minimum number of credits that must be achieved at Level 3 or above
36
Number of mandatory credits 24
Number of optional credits 12
Teaching practice hours 30
* Indicates units which are also in the Learning and Development qualification
Unit name Unit number
Unit reference number
Level Credit GLH
6 credits must be achieved from this group
Roles, Responsibilities and Relationships in Lifelong Learning
15 M/503/1229 3 3 12
Delivering Lifelong Learning
4 M/503/4907 3 3 15
6 credits must be achieved from this group
Understanding Inclusive Learning and Teaching in Lifelong Learning
17 T/503/1233 3 3 12
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
20 Y/503/1242 3 3 12
*Facilitate Learning and Development for Individuals
8 J/502/9549 3 6 25
*Facilitate Learning and Development in Groups
7 F/502/9548 3 6 25
3 credits must be achieved from this group
Principles of Assessment in Lifelong Learning
13 Y/503/1239 3 3 12
*Understanding the Principles and Practices of Assessment
19 D/601/5313 3 3 24
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Unit name Unit number
Unit reference number
Level Credit GLH
3 credits must be achieved from this group
Assessing Learners in Lifelong Learning
2 D/503/4904 3 3 15
* Assess Vocational Skills, Knowledge and Understanding
1 F/601/5319 3 6 30
3 credits must be achieved from this group
Planning to Meet the Needs of Learners
11 T/503/4911 3 3 15
* Identify Individual Learning and Development Needs
9 K/502/9544 3 3 24
3 credits must be achieved from this group
Using Resources for Lifelong Learning
22 Y/503/4917 3 3 15
* Develop and Prepare Resources for Learning and Development
6 A/502/9547 4 6 25
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OPTIONAL UNITS – please see optional units specification for further details about these units.
Please note: the unit numbers listed in the table indicate the unit numbers within the optional specification.
* Indicates units which are also in the Learning and Development qualification.
Unit name Unit number
Unit reference number
Level Credit GLH
*Assess Occupational Competence in the Work Environment
3 H/601/5314 3 6 30
Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes
4 K/503/5473 3 6 30
(The) Coaching and Mentoring Roles
5 M/503/5507 3 6 30
(The) Coaching and Mentoring Roles
6 T/503/5508 4 6 30
*Develop Learning and Development Programmes
8 M/502/9545 4 6 30
*Engage Learners in the Learning and Development Process
13 F/502/9551 3 6 30
*Engage with Employers to Develop and Support Learning Provision
14 Y/502/9555 3 6 25
*Engage with Employers to Facilitate Workforce Development
15 D/502/9556 4 6 30
Equality and Diversity 16 R/503/5788 3 6 25
Equality and Diversity 17 Y/503/5789 4 6 25
Evaluating Learning Programmes
18 L/503/5790 4 3 15
*Identify the Learning Needs of Organisations
19 H/502/9543 4 6 30
Inclusive Practice 20 L/503/5384 4 15 50
*Internally Assure the Quality of Assessment
22 A/601/5321 4 6 45
The Lifelong Learning Sector
32 A/503/5378 4 15 50
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Unit name Unit number
Unit reference number
Level Credit GLH
Preparing for the Coaching Role
23 A/503/5509 3 3 15
Preparing for the Coaching Role
24 M/503/5510 4 3 15
Preparing for the Mentoring Role
25 T/503/5511 3 3 15
Preparing for the Mentoring Role
26 A/503/5512 4 3 15
*Provide Information and Advice to Learners and Employers
27 R/502/9554 3 3 20
Quality Procedures within the Lifelong Learning Sector
28 Y/503/5792 3 6 25
Quality Procedures within the Lifelong Learning Sector
29 R/503/5791 4 6 20
*Specialist Delivery Techniques
30 R/504/0229 4 9 30
Teaching in a Specialist Area
31 Y/503/5372 4 15 50
*Understanding the Principles and Practices of Internally Assuring the Quality of Assessment
37 T/601/5320 4 6 45
Understanding and Managing Behaviours in a Learning Environment
35 H/503/5469 4 6 20
Using Study Skills Approaches and Techniques to Enhance the Learning of Others
38 K/503/5814 4 6 25
Working with Individual Learners
39 R/503/5385 4 15 50
Working with Individuals and Small Groups in a Learning Environment
40 H/503/5388 4 9 30
Working with the 14-16 Age Range in the Learning Environment
41 J/503/7215 4 9 30
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Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF)
Qualification structure at a glance – taken from the LSIS Qualification Structure guidance, September 2011 KEY
OR
OR
OR
O
O
O
O
O
O
O
O
Develop and prepare resources for learning and development 6 credits Level 4
Identify individual learning and development needs 3 credits Level 3
Assess vocational skills, knowledge and understanding 6 credits Level 3
Units from the Level 3 Award in Preparing to Teach in the
Lifelong Learning Sector 12 credits
Level 3 or Level 4
Delivering lifelong learning
3 credits Level 3 or Level 4
Assessing learners in lifelong learning
3 credits Level 3 or Level 4
Planning to meet the needs of learners
3 credits Level 3 or Level 4
Using resources for lifelong learning
3 credits Level 3 or Level 4
Units from open optional credit groups
12 credits Minimum of Level 3
Award Certificate Unit from learning and development Qualification
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Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) – Rules of Combination
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 36
Minimum number of credits that must be achieved at Level 4 or above 24
Number of credits that can be achieved at Level 3 or above 12
Teaching practice hours 30
* Indicates units which are also in the Learning and Development qualification
Unit name Unit number
Unit reference number
Level Credit GLH
3 credits must be achieved from this group
Roles, Responsibilities and Relationships in Lifelong Learning
15 M/503/1229 3 3 12
Roles, Responsibilities and Relationships in Lifelong Learning
16 M/503/1232 4 3 12
6 credits must be achieved from group B or C
3 credits must be achieved from sub-group B1 and 3 credits from sub-group B2
Sub-group B1
Understanding Inclusive Learning and Teaching in Lifelong Learning
17 T/503/1233 3 3 12
Understanding Inclusive Learning and Teaching in Lifelong Learning
18 F/503/1235
4 3 12
Sub-group B2
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
20 Y/503/1242
3 3 12
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
21 R/503/1238 4 3 12
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Unit name Unit number
Unit reference number
Level Credit GLH
Group C – 6 credits must be achieved from Group B or Group C
* Facilitate Learning and Development for Individuals
8 J/502/9549 3 6 25
* Facilitate Learning and Development in Groups
7 F/502/9548 3 6 25
* Manage Learning and Development in Groups
10 A/502/9550 4 6 30
3 credits must be achieved from this group
Principles of Assessment in Lifelong Learning
13 Y/503/1239 3 3 12
Principles of Assessment in Lifelong Learning
14 R/503/1241 4 3 12
* Understanding the Principles and Practices of Assessment
19 D/601/5313 3 3 24
3 credits must be achieved from this group
Delivering Lifelong Learning 4 M/503/4907 3 3 15
Delivering Lifelong Learning 5 T/503/4908 4 3 15
3 credits must be achieved from this group
Assessing Learners in Lifelong Learning
2 D/503/4904 3 3 15
Assessing Learners in Lifelong Learning
3 H/503/4905 4 3 15
* Assess Vocational Skills, Knowledge and Understanding
1 F/601/5319 3 6 30
3 credits must be achieved from this group
Planning to Meet the Needs of Learners
11 T/503/4911 3 3 15
Planning to Meet the Needs of Learners
12 A/503/4912 4 3 15
* Identify Individual Learning and Development Needs
9 K/502/9544 3 3 24
3 credits must be achieved from this group
Using Resources for Lifelong Learning
22 Y/503/4917 3 3 15
18 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Unit name Unit number
Unit reference number
Level Credit GLH
Using Resources for Lifelong Learning
23 D/503/4918 4 3 15
* Develop and Prepare Resources for Learning and Development
6 A/502/9547 4 6 25
OPTIONAL UNITS –please see optional units specification for further details about these units.
Please note: The unit numbers listed in the table indicate the unit numbers within the optional specification.
* Indicates units which are also in the Learning and Development qualification.
Unit name Unit number
Unit reference number
Level Credit GLH
12 credits must be achieved from this group
*Assess Occupational Competence in the Work Environment
3 H/601/5314 3 6 30
Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes
4 K/503/5473 3 6 30
(The) Coaching and Mentoring Roles
5 M/503/5507 3 6 30
(The) Coaching and Mentoring Roles
6 T/503/5508 4 6 30
Develop Learning and Development Programmes
8 M/502/9545 4 6 30
Developing, Using and Organising Resources within the Lifelong Learning Sector
9 D/503/5390 4 15 50
Developing, Using and Organising Resources within the Lifelong Learning Sector
10 H/503/5391 5 15 50
Effective Partnership Working in the Learning and Teaching Context
11 Y/503/5310 4 15 50
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Unit name Unit number
Unit reference number
Level Credit GLH
*Engage Learners in the Learning and Development Process
13 F/502/9551 3 6 30
*Engage with Employers to Develop and Support Learning Provision
14 Y/502/9555 3 6 25
Engage with Employers to Facilitate Workforce Development
15 D/502/9556 4 6 30
Equality and Diversity 16 R/503/5788 3 6 25
Equality and Diversity 17 Y/503/5789 4 6 25
Evaluating Learning Programmes
18 L/503/5790 4 3 15
*Identify the Learning Needs of Organisations
19 H/502/9543 4 6 30
Inclusive Practice 20 L/503/5384 4 15 50
*Internally Assure the Quality of Assessment
22 A/601/5321 4 6 45
The Lifelong Learning Sector
32 A/503/5378 4 15 50
Preparing for the Coaching Role
23 A/503/5509 3 3 15
Preparing for the Coaching Role
24 M/503/5510 4 3 15
Preparing for the Mentoring Role
25 T/503/5511 3 3 15
Preparing for the Mentoring Role
26 A/503/5512 4 3 15
*Provide Information and Advice to Learners and Employers
27 R/502/9554 3 3 20
Quality Procedures within the Lifelong Learning Sector
28 Y/503/5792 3 6 25
Quality Procedures within the Lifelong Learning Sector
29 R/503/5791 4 6 20
Specialist Delivery Techniques
30 R/504/0229 4 9 30
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Unit name Unit number
Unit reference number
Level Credit GLH
Teaching in a Specialist Area
31 Y/503/5372 4 15 50
Tutoring and Course Leadership in the Lifelong Learning Sector
34 J/503/5383 5 15 50
Understanding the Principles and Practices of Externally Assuring the Quality of Assessment
36 F/601/5322 4 6 45
*Understanding the Principles and Practices of Internally Assuring the Quality of Assessment
37 T/601/5320 4 6 45
Understanding and Managing Behaviours in a Learning Environment
35 H/503/5469 4 6 20
Using Study Skills Approaches and Techniques to Enhance the Learning of Others
36 K/503/5814 4 6 25
Working with Individual Learners
39 R/503/5385 4 15 50
Working with Individuals and Small Groups in a Learning Environment
40 H/503/5388 4 9 30
Working with the 14-16 Age Range in the Learning Environment
41 J/503/7215 4 9 30
Working with the 14-19 Age Range in the Learning Environment
42 L/503/7216 5 15 50
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5 Assessment
The table below gives a summary of the assessment methods used in the qualifications.
Units Assessment method
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Assignment briefs should indicate clearly which assessment criteria are being targeted and what evidence is required.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
The examples provided in the units as assessment activities cover the criteria in the assessment grid. These examples are for guidance only and it is recommended that centres either adapt Edexcel assessments to meet local needs and resources or write their own. If this is the case there should be evidence in the course file that assignments have been internally reviewed and moderated.
It is also important to recognise that the guidance provided is in a simple form and that, in addition to the logging and feedback record relating to the assessment criteria, each assignment brief should include:
date of issue and date for submission
guidelines for word count (where appropriate for depth or range required)
sources/types of appropriate evidence
any specific guidance to support learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, eg scheme of work/session plans/observation reports
the use of Harvard referencing for all research materials.
There should be evidence in the course file that assignments have been internally reviewed and moderated. Learners must be made aware that the session plans they produce as part of their scheme of work are the same session plans that they need to resource, assess, deliver and review.
To achieve the Certificate in Teaching in the Lifelong Learning Sector, there is also a requirement for 30 hours of practice. Any appropriate location for practice will allow a trainee teacher to meet the requirements of the standards; variety is encouraged, but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
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Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid repeated assessment (see individual units for guidance).
Further guidance about internal assessment is available on the Edexcel website.
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Trainee teachers may join this certificate qualification programme holding a Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award, accredited with either 6 or 12 credits. The Learning and Skills Improvement Service (LSIS) has recognised and confirmed that either the 6 or 12 credit PTLLS qualifications meet the same requirements and, therefore, learners should not be required to present any further evidence, whichever PTLLS they hold, on entry for a CTLLS programme of study. This will excuse them from the first part of the qualification. Ofqual has confirmed its agreement to this approach.
Further guidance is available in the Recognition of Prior Learning Policy document, which is on the Edexcel website.
There is also a tariff, devised by Standards Verification UK, mapping coverage of legacy teaching qualifications to the new standards. The tariff can help learners and centres identify where to start their teacher training to meet regulatory, and/or contractual, obligations.
The tariff includes qualifications held by teachers/trainers/tutors in all further education environments including further education colleges, work based learning providers, adult and community learning services and Third Sector organisations. The tariff can be found on the web at http://tariff.svuk.eu/.
Please note: tariffs for qualifications mapped after September 2011 (release of revised generic FE qualifications by LSIS) can be found on the New Tariff of ITT Qualifications (2011).
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Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
Trainee teachers may join this certificate qualification programme holding a Preparing to Teach in the Lifelong Learning Sector (PTLLS) award, worth either 6- or 12- credits. The Learning and Skills Improvement Service (LSIS) has recognised and confirmed the 6- and 12- credit PTLLS qualifications as meeting the same requirements, which means these credits can excuse a learner from the first part of the qualification. Ofqual has confirmed its agreement to this approach.
Quality assurance
Quality assurance is at the heart of vocational qualifications. The Edexcel qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
External examination and standards verification quality assurance models
There are currently two quality assurance models in place for all Initial Teacher Training (ITT) qualifications. The Standards Verification model is in place for all ITT qualifications with embedded competence units, and the External Examination model for all ITT qualifications without embedded competence units. We aim to provide one Standards Verifier/External Examiner where possible to centres that are running a combination of competence based and non-competence based ITT qualifications.
What is external examination?
External examination is the form of external verification undertaken for Edexcel programmes at Levels 4-7.
External examination is how we check that your centre is operating quality assurance and assessing to national standards. External examination relates to centres operating programmes in the manner associated with higher education or qualifications in a professional context.
There will normally be one visit each year for programmes in a sector.
How do we do it?
We allocate a subject-specific expert to a programme sector to conduct sampling of assessed student work and provide judgements and feedback.
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Your External Examiner will work with you to support you in identifying good practice and areas for further development, giving you guidance on how you can improve your delivery.
Which qualifications does external examination cover?
Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units).
Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units).
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)
Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (without competence units)
For further information on External Examination please refer to chapter 6b of the BTEC Quality Assurance Handbook.
What is standards verification?
Standards verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.
Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.
It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.
There will normally be two visits each year for programmes in a sector.
How do we do it?
We allocate a Standards Verifier:
to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact, by email
to those specific programmes that they are occupationally competent to verify.
Which qualifications does standards verification cover?
Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units).
Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units).
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units).
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units).
Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (with competence units).
For further information on external examination and standards verification, please refer to chapter 6 of the UK BTEC Quality Assurance Handbook.
26 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Approval
Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.
Centres already holding Edexcel approval are able to gain qualification approval online. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).
The new units have different delivery options which, depending on which option the centre chooses to offer, will affect the Approval Status the centre will need to hold (or apply for) and the Quality Assurance process the centre will need to follow.
Option 1:
The new teaching qualifications include the flexibility to recognise some Learning and Development competency-based units as option units (as listed in the Rules of Combination). If the learner has already completed Learning and Development units and had them certified, they can choose to RPL them to gain exemption. This will require the centre to hold (or seek) standard HE Qualification Approval. The centre will then be subjected to the standard HE quality assurance processes.
Option 2:
The same approval and quality assurance requirement will apply if the centre ONLY wishes to deliver the traditional, non-competency units.
Option 3:
This option applies if the learner has not previously achieved any Learning and Development units and they would like the option to complete them as part of an option units offer. In this instance, centres must hold or seek approval to offer the teaching qualifications with BOTH competency AND non-competency units. This will require BOTH the NVQ and the HE Qualification Approval forms to be completed by the appropriate Senior Standards Verifier (who will be allocated by Edexcel).
In addition, the centre will be subject to quality assurance processes that will be carried out by a Standards Verifier suitably qualified to cover both non-competency and competency units.
Quality assurance guidance
Details of quality assurance for Edexcel and BTEC qualifications are available on our website (www.edexcel.com) under Signposts to Quality (www.edexcel.com/quals/BTEC/quality/Pages/default.aspx).
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7 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs.
Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
For the qualifications in this specification, there is a requirement for a minimum of 30 hours of practice; further details are available within individual units and in the Specific resource requirements section.
Where legislation is referred to in a unit, centres must ensure that current legislation is taught.
Centres may wish to approach the core units of the CTLLS Level 4 qualification as a single, holistic, integrated activity. Alternatively, they may wish to integrate the theory with the practical assessments for individual units. The learning activities suggested in the units are designed to link with those of other CTLLS qualification core units to form a continuous programme. The programme combines taught sessions, individual directed study and teaching practice. Units may be delivered in any order but the numbering of units provided in the guidance provides a logical sequence.
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8 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether they have the potential to achieve the qualification. All those wishing to join this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. Development needs should be recorded and an action plan agreed. If learners join the qualification programme having already completed a PTLLS award, their record of development needs and previous action to address them should be reviewed. There are no other nationally agreed entry requirements. (Taken from Qualification Guidance by the Learning and Skills Improvement Service, September 2011.)
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 9, Access to qualifications for learners with disabilities or specific needs.
These qualifications were developed to meet the requirements of those involved in an associate teaching role in the further education sector in England.
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9 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. The Edexcel Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are in the policy documents Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications, which are on our website, www.edexcel.com/Policies/.
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10 Unit format
Units in this specification have the following sections:
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Unit type
This indicates whether a unit sits within the specialist, professional or competence category. Different approval conventions may apply to different unit types; see Quality Assurance section for further details.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Assessment requirements
This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.
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Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
Information for tutors (non-competence units only)
This section (included in non-competence units only) gives tutors information on delivery and assessment. It usually contains the following subsections:
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Learning activities – give suggestions for ways to engage learners to meet the learning outcomes.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Assessment activities – gives suggestions for assessment for each assessment criteria.
Indicative resource materials– lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
For the purposes of this suite of initial teacher training qualifications, the following terms are used:
Tutor– the person carrying out the teacher education
Learner – the person taking the qualification
Student– the person being taught or assessed by the learners
Practitioner – anyone with a learning and development responsibility as the whole or a part of their role.
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Unit 1: Assess Vocational Skills, Knowledge and Understanding
Unit reference number: F/601/5319
QCF level: 3
Unit type: Competence
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s performance in carrying out the assessment of vocational skills, knowledge and understanding outside the work environment. Assessment methods include: assessments of the learner in simulated environments, skills tests oral and written questions, assignments, projects, case studies, recognising prior learning. The unit does not require the design of assessments.
Assessment requirements
Evidence for all learning outcomes must come from performance in the work environment. Practice should be in the appropriate context –either with groups or with individuals. Simulation is not permitted.
There must be evidence of the learner carrying out at least two assessments of two students' skills, knowledge and understanding (ie four assessments in total).
There must be evidence to cover all of the assessment methods listed in the unit. There must be performance evidence for at least three of the following assessment methods: assessments of the student in simulated environments skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. Other forms of evidence will be acceptable for the remaining assessment methods.
There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 3
3
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
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ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
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ou
tco
mes
Ass
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men
t cr
iteri
a
Un
it a
mp
lifi
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on
1.1
Sel
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met
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to a
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s vo
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ski
lls,
know
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and
under
stan
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g w
hic
h a
ddre
ss
lear
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nee
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and m
eet
asse
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requirem
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, in
cludin
g:
as
sess
men
ts o
f th
e le
arner
in
sim
ula
ted e
nvi
ronm
ents
sk
ills
test
s
ora
l an
d w
ritt
en q
ues
tions
as
signm
ents
pro
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s
ca
se s
tudie
s
re
cognis
ing p
rior
lear
nin
g
□
Addre
ssin
g y
our
studen
ts’ nee
ds,
eg r
ecognis
ing p
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lear
nin
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curr
ent
leve
l of
skill
s, k
now
ledge,
under
stan
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spec
ific
le
arnin
g,
asse
ssm
ent
nee
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□
Mee
ting a
sses
smen
t re
quirem
ents
, eg
org
anis
atio
n,
awar
din
g
org
anis
atio
n,
emplo
yers
, vo
cational
sta
ndar
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fit f
or
purp
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, in
div
idual
or
gro
up a
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imula
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nvi
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, sk
ills
test
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ral an
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ritt
en q
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or
dis
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ass
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, pro
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s, c
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studie
s.
1
Be
able
to p
repar
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
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g
1.2
Prep
are
reso
urc
es a
nd
conditio
ns
for
the
asse
ssm
ent
of
voca
tional
sk
ills,
know
ledge
and
under
stan
din
g
□
Envi
ronm
ent,
eg w
ork
pla
ce,
room
ing,
labora
tory
, si
mula
ted
envi
ronm
ent,
virtu
al lea
rnin
g e
nvi
ronm
ent.
□
Mat
eria
ls,
eg m
ater
ials
nec
essa
ry f
or
skill
s te
st,
pap
er-b
ased
or
onlin
e te
sts,
ass
ignm
ent
brief
, pra
ctic
al o
utlin
e, m
ater
ials
re
quired
for
pro
ject
s, c
ase
studie
s.
□
Conditio
ns,
eg t
imin
g,
staf
fing,
acce
ss t
o I
CT;
lear
ner
pre
par
atio
n e
g s
upport
for
spec
ific
stu
den
ts a
s re
quired
.
34
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g t
o
lear
ner
s
□
Sta
ndar
ds,
crite
ria
agai
nst
whic
h t
hey
will
be
asse
ssed
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, vo
cational
ski
lls,
know
ledge,
under
stan
din
g s
tandar
ds.
□
Oth
er s
pec
ific
req
uirem
ents
, eg
dea
dlin
es,
venue,
met
hods,
te
stin
g p
roce
dure
s, f
orm
at f
or
evid
ence
, ex
pec
ted o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of
asse
ssm
ent,
appea
ls
pro
cedure
.
□
Req
uirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
ac
tivi
ty,
evid
ence
req
uired
.
2.1
M
anag
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
stan
din
g t
o m
eet
asse
ssm
ent
requirem
ents
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g initia
l as
sess
men
t,
asse
ssm
ent
met
hods,
ran
ge
of
appro
priat
e ev
iden
ce t
o m
eet
spec
ifie
d a
nd iden
tified
crite
ria,
req
uirem
ents
of
awar
din
g
org
anis
atio
n,
regula
tory
bodie
s, N
atio
nal
Occ
upat
ional
Sta
ndar
ds,
Sec
tor
Ski
lls C
ounci
l, s
tandar
dis
atio
n p
roce
dure
s,
role
s an
d r
esponsi
bili
ties
.
□
Appro
priat
e as
sess
men
t opport
unitie
s, e
g t
imin
g a
nd c
onduct
ing
of
asse
ssm
ents
, nat
ura
lly o
ccurr
ing e
viden
ce,
indiv
idual
s or
gro
ups.
2
Be
able
to c
arry
out
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
2.2
Pr
ovi
de
support
to lea
rner
s w
ithin
agre
ed lim
itat
ions
□
Appro
priat
e le
vels
of
support
, eg
initia
l as
sess
men
t, c
larifica
tion
of
asse
ssm
ent
activi
ties
, neg
otiat
ing d
eadlin
es,
adopting
alte
rnat
ive
appro
aches
/tim
ing.
□
Iden
tify
ing s
pec
ific
support
nee
ds,
eg lan
guag
e, liter
acy,
vis
ual
, au
ditory
, phys
ical
.
□
Ava
ilabili
ty o
f su
pport
, eg
spec
ialis
t su
pport
for
visu
al,
auditory
im
pai
rmen
ts,
tran
slat
or
for
seco
nd,
alte
rnat
ive
languag
e,
pra
ctic
al o
r el
ectr
onic
equip
men
t.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 3
5
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Anal
yse
evid
ence
of
lear
ner
ac
hie
vem
ent
□
Suffic
iency
, eg
em
plo
y ra
nge
of
evid
ence
, st
uden
t w
ork
, per
form
ance
evi
den
ce,
test
res
ults,
res
ponse
s to
ques
tionin
g,
resu
lts,
ach
ieve
men
t re
cord
s, a
uth
entici
ty,
reco
rdin
g o
bse
rvat
ion
evid
ence
.
□
Com
par
ing e
viden
ce a
gai
nst
ass
essm
ent
criter
ia,
stan
dar
ds,
in
div
idual
or
gro
up c
ontr
ibutions,
eg v
alid
, co
her
ent,
rel
iable
, fa
ir,
real
istic,
rel
evan
t.
□
Com
pat
ibili
ty w
ith a
sses
smen
t, lea
rnin
g p
rogra
mm
e, e
g
voca
tional
and a
war
din
g o
rgan
isat
ion s
tandar
ds
and r
equired
le
arnin
g o
utc
om
es,
adher
e to
col
lege
and/o
r in
dust
ry,
awar
din
g
body
and g
ove
rnm
ent
requirem
ents
.
2.4
M
ake
asse
ssm
ent
dec
isio
ns
rela
ting t
o v
oca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
agai
nst
spec
ifie
d c
rite
ria
□
Evi
den
ce t
hat
is
appro
priat
e, e
g r
ange
of
evid
ence
cle
arly
id
entified
agai
nst
ass
essm
ent
criter
ia,
dec
isio
ns
bas
ed o
n
evid
ence
that
is
valid
, su
ffic
ient
and a
uth
entic,
rel
iable
and c
an
be
repea
ted o
r le
arnin
g t
ransf
erre
d;
dec
isio
ns
are
fair,
without
bia
s an
d r
elat
e to
the
iden
tified
crite
ria,
com
ply
ing w
ith
org
anis
atio
n a
nd/o
r in
dust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
.
2.5
Fo
llow
sta
ndar
dis
atio
n
pro
cedure
s □
O
rgan
isat
ion a
sses
smen
t polic
ies
and p
roce
dure
s, e
g c
om
ply
ing
with a
war
din
g b
ody,
nat
ional
occ
upat
ional
sta
ndar
ds
requirem
ents
.
□
Tea
m,
asse
ssor
stan
dar
dis
atio
n,
eg a
cross
qual
ific
atio
ns,
units,
m
odule
s, a
sses
smen
t cr
iter
ia,
lear
ner
s, a
sses
sors
, obse
rvat
ions
of
pra
ctic
e, s
tandar
dis
atio
n m
eetings,
shar
ing g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and p
roduct
; ev
aluat
ion p
roce
dure
s.
36
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
Pr
ovi
de
feed
bac
k to
the
lear
ner
th
at a
ffirm
s ac
hie
vem
ent
and
iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and p
rogre
ssio
n
□
Appro
priat
e ap
pro
aches
to f
eedbac
k, e
g t
imin
g a
nd loca
tion f
or
feed
bac
k neg
otiat
ed w
ith s
tuden
t, lin
ked t
o a
sses
smen
t opport
unitie
s, u
sing t
he
range
of
avai
lable
evi
den
ce,
pro
vidin
g
opport
unity
for
studen
ts t
o g
ive
feed
bac
k, f
ocu
sing o
n iden
tified
cr
iter
ia a
nd s
tandar
ds,
invo
lvin
g t
he
studen
t ac
tive
ly in t
he
feed
bac
k, a
void
ing p
erso
nal
iss
ues
or
bia
s, u
se o
f fe
edbac
k sa
ndw
ich;
iden
tify
ing o
pport
unitie
s fo
r pro
gre
ssio
n,
sett
ing
real
istic
goal
s.
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g,
its
outc
om
es a
nd lea
rner
pro
gre
ss
□
Ref
lect
s ap
pro
priat
e ra
nge
of
activi
ties
, re
cord
of
appro
priat
e nat
ura
lly o
ccurr
ing e
viden
ce,
obse
rvat
ion,
inte
rvie
w,
dis
cuss
ion
reco
rds,
eg w
ritt
en r
ecord
s, v
ideo
, au
dio
; le
arner
and w
itnes
s st
atem
ent;
rec
ord
of
pro
duct
, eg
tra
ckin
g a
nd loggin
g
docu
men
ts,
action p
lans,
ass
essm
ent
pro
form
a, e
xam
ple
s;
reco
rd o
f ques
tionin
g,
regula
r pro
gre
ss c
hec
ks,
targ
ets
chec
ked
at a
ppro
priat
e in
terv
als.
3.2
M
ake
asse
ssm
ent
info
rmat
ion
avai
lable
to a
uth
orise
d
colle
agues
as
required
□
Iden
tify
ing a
ppro
priat
e co
lleag
ues
, eg
rec
ord
ing e
viden
ce in a
w
ay t
hat
can
be
shar
ed w
ith a
ppro
priat
e ac
cess
, use
of
tech
nolo
gy,
ele
ctro
nic
form
ats,
tea
m m
eetings,
ass
essm
ent
or
stan
dar
dis
atio
n m
eetings,
cro
ss-p
rogra
mm
es,
assi
gnm
ents
, org
anis
atio
n,
emplo
yers
, holis
tic
appro
aches
, dis
tance
tra
velle
d,
valu
e ad
ded
.
3
Be
able
to p
rovi
de
required
in
form
atio
n
follo
win
g t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
3.3
Fo
llow
pro
cedure
s to
mai
nta
in
the
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion
□
Sec
ure
envi
ronm
ent
for
pro
vidin
g f
eedbac
k, s
afeg
uar
din
g
reco
rdin
g a
nd s
tora
ge
of
info
rmat
ion,
eg o
rgan
isat
ional
pro
cedure
s, d
ata
pro
tect
ion,
secu
rity
and s
afet
y of
pap
er-b
ased
re
cord
s, e
lect
ronic
form
ats
for
reco
rdin
g a
nd s
tora
ge
and
elec
tronic
saf
eguar
ds;
iden
tify
ing t
hose
with leg
itim
ate
acce
ss
and lim
itin
g a
cces
s.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 3
7
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion
rela
ting t
o t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g,
incl
udin
g t
hose
fo
r hea
lth,
safe
ty a
nd w
elfa
re
□
Reg
ula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls C
ounci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g.
□
Oth
er r
egula
tions,
eg h
ealth a
nd s
afet
y, e
qual
ity
and d
iver
sity
, dat
a pro
tect
ion.
□
Org
anis
atio
nal
polic
ies
and p
roce
dure
s, e
g s
afeg
uar
din
g lea
rner
s during a
sses
smen
t, s
tandar
dis
atio
n,
moder
atio
n o
f as
sess
men
t;
qual
ific
atio
ns
and o
ccupat
ional
com
pet
ence
of
asse
ssors
, pro
fess
ional
updat
ing,
continuin
g p
rofe
ssio
nal
dev
elopm
ent
requirem
ents
.
4.2
Apply
req
uirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
□
Legis
lation,
emplo
ymen
t re
gula
tions
and p
olic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty e
g v
isual
auditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
; flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
eg n
egotiat
ing t
imin
g,
conte
xt,
pro
vidin
g
additio
nal
res
ourc
es w
her
e ap
pro
priat
e, r
ecognis
ing a
dditio
nal
su
pport
nee
ds,
alter
nat
ive
appro
aches
.
4
Be
able
to
mai
nta
in leg
al a
nd
good p
ract
ice
requirem
ents
w
hen
ass
essi
ng
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing
out
asse
ssm
ents
of
voca
tional
sk
ills,
know
ledge
and
under
stan
din
g
□
Rev
iew
of
ow
n c
om
pet
ence
, eg
sel
f-as
sess
men
t, e
valu
atio
n o
f pla
nnin
g a
nd c
arry
ing o
ut
of as
sess
men
t, S
elf
Ass
essm
ent
Rev
iew
(SAR),
under
stan
din
g o
f cu
rren
t occ
upat
ional
and
awar
din
g o
rgan
isat
ion e
xpec
tations,
stu
den
t’s
achie
vem
ents
, ev
aluat
ion/f
eedbac
k fr
om
stu
den
ts,
teac
her
s, m
anag
ers,
ext
ernal
qual
ity
asse
ssors
, oth
er indiv
idual
s an
d p
rofe
ssio
nal
s,
obse
rvat
ion r
eport
s, o
utc
om
e fr
om
appra
isal
, m
ilest
ones
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge
and
occ
upat
ional
exp
ertise
, sk
ills
and s
elf-
confiden
ce,
dev
elopin
g
tech
nolo
gie
s to
ext
end a
nd e
nhan
ce a
sses
smen
t pro
cess
.
38
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Tak
e par
t in
continuin
g
pro
fess
ional
dev
elopm
ent
to
ensu
re c
urr
ent
exper
tise
and
com
pet
ence
in a
sses
sing
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
□
Usi
ng r
evie
w o
f co
mpet
ence
, eg
iden
tify
ing c
onst
rain
ts a
nd
opport
unitie
s, a
ctio
n p
lannin
g,
esta
blis
hin
g r
ealis
tic
goal
s an
d
targ
ets
for
ow
n o
ccupat
ional
com
pet
ence
, updat
ing o
ccupat
ional
ex
per
tise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to a
sses
smen
t pla
ns,
exp
lore
alter
nat
ive
appro
aches
to a
sses
smen
t, c
han
ges
in
polic
ies,
pro
cedure
s or
regula
tions
rela
ting t
o a
sses
smen
t,
tech
nolo
gie
s to
dev
elop a
nd im
pro
vem
ent
of
ow
n a
sses
sing,
CPD
, aw
ardin
g o
rgan
isat
ion p
rovi
sion f
or
pro
fess
ional
updat
ing.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 39
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 2: Assessing Learners in Lifelong Learning
Unit reference number: D/503/4904
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 15
Unit aim
This unit enables learners to use different types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate their own assessment practice. It covers expectations in relation to the minimum core in assessing learners in lifelong learning.
Learners will be expected to communicate assessment information to other relevant professionals in the appropriate way, evaluate their own assessment practice and look for ways to improve.
The unit emphasises assessment approaches that promote student involvement in the assessment process, through self and peer assessment, as well as the use of questioning and feedback. There is a specific focus on providing evidence that is valid, reliable, sufficient, authentic and current.
The unit provides opportunities for learners to explain how minimum core elements can be demonstrated in assessing students, particularly in specialist areas.
It is recommended that this unit be delivered simultaneously with Unit 13: Principles of Assessment in Lifelong Learning (Level 3) or Unit 19: Understanding the Principles and Practices of Assessment (Level 3). This will provide the opportunity to review and to put into practice the basic concepts of assessment dealt with in these units. It will also eliminate unnecessary duplication of work by learners and reinforce the understanding of the nature and purpose of assessment in learning and teaching.
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted.
Practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of practice can be formative and summative.
40
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sel
ect
and a
pply
ass
essm
ent
types
and m
ethods
to m
eet
the
nee
ds
of
lear
ner
s
□
Typ
es,
eg A
PL
(acc
redited
prior
lear
nin
g),
form
ativ
e or
sum
mat
ive,
norm
or
criter
ion r
efer
ence
d,
skill
s an
d/o
r kn
ow
ledge
and/o
r under
stan
din
g.
□
Met
hods,
eg c
ours
ework
, m
ulti-
choic
e, e
ssay
, sh
ort
answ
er t
ests
, Q
&A,
pra
ctic
al s
kills
-bas
ed t
esting,
exper
imen
ts,
pro
ject
s,
obse
rvat
ion,
pro
fess
ional
dis
cuss
ion,
witnes
s st
atem
ent,
onlin
e.
1.2
U
se p
eer
and s
elf-
asse
ssm
ent
to
pro
mote
lea
rner
invo
lvem
ent
and p
erso
nal
res
ponsi
bili
ty in t
he
asse
ssm
ent
for
and o
f th
eir
lear
nin
g
□
Peer
, eg
colla
bora
tive
act
ivitie
s, p
eer
mar
king o
f w
ritt
en
work
/tes
ts,
pee
r obse
rvat
ion a
nd f
eedbac
k, p
air
or
gro
up
asse
ssm
ent
activi
ty.
□
Sel
f, e
g I
LP (
indiv
idual
lea
rnin
g p
lan),
sel
f-as
sess
men
t ag
ainst
per
form
ance
or
asse
ssm
ent
criter
ia,
indiv
idual
dis
cuss
ion a
nd
reflec
tion.
1
Be
able
to u
se
types
and m
ethods
of
asse
ssm
ent
to
mee
t th
e nee
ds
of
lear
ner
s
1.3
U
se q
ues
tionin
g a
nd f
eedbac
k in
th
e as
sess
men
t fo
r an
d o
f le
arnin
g
□
Ques
tionin
g,
eg o
pen
and c
lose
d q
ues
tions,
chec
king
under
stan
din
g,
enco
ura
gin
g s
tuden
t ques
tions,
form
al q
ues
tionin
g
agai
nst
crite
ria,
chec
king u
nder
pin
nin
g k
now
ledge
in s
kills
as
sess
men
t.
□
Feed
bac
k, e
g c
lear
, co
nst
ruct
ive,
appro
priat
e en
viro
nm
ent
and
tim
ing,
spec
ific
to a
sses
smen
t re
quirem
ents
, fe
edbac
k sa
ndw
ich
(pra
ise,
critici
sm,
pra
ise)
, ‘m
edal
and m
issi
on’, a
ctio
n p
lannin
g.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 4
1
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
U
se a
sses
smen
t ty
pes
and
met
hods
to e
nab
le lea
rner
s to
pro
duce
ass
essm
ent
evid
ence
th
at is
valid
, re
liable
, su
ffic
ient,
au
then
tic
and c
urr
ent
□
Val
id,
eg a
gai
nst
lea
rnin
g o
bje
ctiv
es,
mee
ting s
tandar
ds,
ad
dre
ssin
g s
tuden
t nee
ds;
rel
iable
eg a
ppro
priat
e as
sess
men
t or
per
form
ance
crite
ria,
rig
oro
us,
moder
ated
; su
ffic
ient
eg
appro
priat
e am
ount,
ran
ge
and lev
el o
f ev
iden
ce,
logged
and
trac
ked.
□
Auth
entic,
eg s
tuden
t ow
ner
ship
, su
pport
ing s
tate
men
ts,
attr
ibution t
o s
ourc
e, r
epea
table
.
□
Curr
ent,
eg m
eeting c
urr
ent
stan
dar
ds,
evi
den
ce t
hat
is
curr
ent,
ac
tive
ly e
ngag
ing t
he
studen
t in
ass
essm
ent
pro
cess
.
2.1
D
efin
e th
e ke
y co
nce
pts
of
asse
ssm
ent
□
Conce
pts
, eg
form
ativ
e, s
um
mat
ive
asse
ssm
ent,
norm
or
criter
ion
refe
renci
ng,
sett
ing o
bje
ctiv
es.
□
Car
ryin
g o
ut,
eg s
elec
ting a
nd a
gre
eing c
rite
ria,
neg
otiat
ing t
imin
g
and e
nvi
ronm
ent,
obse
rvat
ion o
f sk
ills,
sel
f-as
sess
men
t, t
esting,
dis
cuss
ions,
e-a
sses
smen
t.
□
Rec
ord
ing,
eg inte
rnal
and e
xter
nal
req
uirem
ents
, pap
er b
ased
, ac
tion p
lans,
onlin
e, loggin
g a
nd t
rack
ing o
f ev
iden
ce,
indiv
idual
le
arnin
g p
lan.
2
Be
able
to c
onduct
an
d r
ecord
as
sess
men
ts in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
pro
cess
es
and r
equirem
ents
2.2
Sta
te t
he
asse
ssm
ent
requirem
ents
and r
elat
ed
pro
cedure
s of
lear
nin
g
pro
gra
mm
es
□
Ass
essm
ent
requirem
ents
, eg
aw
ardin
g b
ody,
voca
tional
st
andar
ds,
mar
king s
chem
es,
criter
ion o
r norm
-ref
eren
cing,
stan
dar
dis
atio
n.
□
Lear
nin
g p
rogra
mm
e, e
g o
pport
unitie
s fo
r gen
erat
ing e
viden
ce,
know
ledge
and u
nder
stan
din
g r
equirem
ents
, sk
ills
opport
unitie
s,
equal
ity
of
opport
unity
and a
cces
s, s
uffic
ient
and a
ppro
priat
e re
sourc
es.
42
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Car
ry o
ut
and r
ecord
as
sess
men
ts t
o m
eet
inte
rnal
an
d e
xter
nal
pro
cess
es a
nd
requirem
ents
□
Inte
rnal
, eg
mee
t org
anis
atio
n p
olic
ies
and p
roce
dure
s,
appro
priat
e co
nte
xt,
inte
rnal
ver
ific
atio
n o
r m
oder
atio
n in r
elat
ion
to t
he
lear
nin
g p
rogra
mm
e, a
ddre
ss s
tuden
t nee
ds.
□
Ext
ernal
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
and s
tandar
ds,
sa
mplin
g,
valid
ated
ass
esso
rs,
outc
om
es c
an b
e au
then
tica
ted,
exte
rnal
ver
ific
atio
n o
r ex
amin
ers,
mee
ting e
mplo
yer
requirem
ents
.
2.4
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n inte
rest
in
lear
ner
ach
ieve
men
t
□
Ass
essm
ent
info
rmat
ion,
eg s
tuden
t ac
hie
vem
ent,
support
nee
ds,
pro
gra
mm
e per
form
ance
, to
info
rm q
ual
ity
assu
rance
, to
info
rm
gove
rnm
ent
and o
rgan
isat
ional
sta
tist
ics.
□
Oth
er p
rofe
ssio
nal
s, e
g c
olle
agues
or
subje
ct t
eam
, m
anag
er
resp
onsi
ble
for
lear
nin
g p
rogra
mm
es,
emplo
yers
, in
spec
tion
agen
cies
, aw
ardin
g b
odie
s, o
ther
educa
tion o
r tr
ainin
g p
rovi
der
s.
3.1
Exp
lain
how
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d
in a
sses
sing lea
rner
s in
lifel
ong
lear
nin
g
□
Exp
ecta
tions,
eg a
war
enes
s of
curr
ent
requirem
ents
of
spec
ialis
t ar
ea,
awar
din
g o
rgan
isat
ion o
r vo
cational
org
anis
atio
n s
tandar
ds
rela
ting t
o m
inim
um
core
.
□
Opport
unitie
s, e
g n
atura
lly o
ccurr
ing e
viden
ce,
inte
gra
ted
asse
ssm
ent
appro
aches
, en
coura
gin
g s
tuden
ts,
incr
ease
d
rele
vance
to lea
rnin
g a
nd s
kills
, onlin
e as
sess
men
ts.
3
Under
stan
d
expec
tations
in
rela
tion t
o t
he
min
imum
core
in
asse
ssin
g lea
rner
s in
lifel
ong lea
rnin
g
3.2
Apply
min
imum
core
ele
men
ts in
asse
ssin
g lea
rner
s in
ow
n
spec
ialis
t ar
ea
□
Languag
e, e
g v
erbal
ass
essm
ent,
pre
senta
tions,
ques
tion a
nd
answ
er,
pro
fess
ional
dis
cuss
ion.
□
Lite
racy
, eg
writt
en a
ssig
nm
ent,
res
earc
hin
g,
writt
en t
ests
or
exam
inat
ion.
□
Num
erac
y, e
g u
se o
f m
easu
rem
ent,
conce
pt
of
scal
e, s
tatist
ics.
□
ICT,
eg s
pre
adsh
eets
, dat
a in
terp
reta
tion,
onlin
e or
e-as
sess
men
t,
reco
rdin
g a
nd s
toring e
viden
ce.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 4
3
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Ref
lect
on t
he
effe
ctiv
enes
s of
ow
n a
sses
smen
t pra
ctic
e, t
akin
g
acco
unt
of
the
view
s of
lear
ner
s
□
Eva
luat
ion,
eg v
erbal
or
writt
en e
valu
atio
n o
f as
sess
men
t pro
cess
or
pro
duct
, te
am e
valu
atio
n,
revi
ewin
g a
sses
smen
t outc
om
es.
□
Ref
lect
on o
wn p
ract
ice,
eg S
WO
T a
nal
ysis
on a
sses
smen
t st
rate
gie
s, r
evie
w o
f as
sess
men
t outc
om
es,
achie
vem
ent
of
targ
ets,
annual
rev
iew
/Sel
f Ass
essm
ent
Rev
iew
, obse
rvat
ion
feed
bac
k.
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e
4.2
Id
entify
way
s to
im
pro
ve o
wn
asse
ssm
ent
pra
ctic
e □
Im
pro
vem
ents
, eg
des
ign a
nd d
eliv
ery
of
asse
ssm
ent
sched
ule
s,
chan
ges
to a
sses
smen
t ac
tivi
ties
(tim
ing a
nd s
ched
ulin
g),
re
sourc
e re
quirem
ents
, CPD
, obse
rvat
ion.
□
Chan
ges
, eg
chal
lengin
g s
tuden
ts,
lear
nin
g s
tyle
s, m
otiva
ting a
nd
targ
etin
g s
elec
ted s
tuden
ts u
sing e
valu
atio
n t
o p
lan c
han
ges
to
asse
ssm
ent,
pro
gra
mm
e or
del
iver
y.
44 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
It is helpful to adopt a holistic approach to both delivery and assessment. This reinforces links between the different aspects of learning and teaching and reduces the risk of repeated teaching and assessment. Having covered the basic principles of assessment in Unit 13: Principles of Assessment in Lifelong Learning (Level 3), learners will have examined types and methods of assessment used in lifelong learning, and the requirements for keeping records. This unit provides an opportunity to review these, either through tutor presentation or, in keeping with the links to teaching practice in the CTLLS qualification, through learners drawing on their own practices such as through the use of mini-presentations.
Delivery approaches should provide the opportunity to focus on the variety of assessment methods used for the CTLLS qualification, such as written evaluations, reflective journal entries, observation, professional discussion and witness statements. Tutors should help learners see links to their own practice.
There are opportunities for delivery to focus on aspects of peer and self-assessment, promoting learner involvement and personal responsibility for assessment. Many learners might view assessment as the responsibility of the tutor, teacher or trainer, becoming confused by questions such as ‘How do you think you have done?’ This could stem from a view that assessment is separate from learning and teaching rather than part of the process. Teachers should recognise that the use of questioning and feedback is part of learning.
Learners should focus on the use of assessment approaches that stimulate and encourage further learning. Mini-presentations can provide examples of different approaches to carrying out and recording assessments in order to meet different internal and external requirements, as well as communicating information with other professionals in different contexts.
In using a range of assessment instruments, learners will have the opportunity to address both minimum core numeracy and ICT in the recording and application of data. This could be through methods of tracking and logging learner achievements. It could also take place via interpreting assessment data for colleagues, for the organisation or for others. Learners need to demonstrate their understanding of both organisational and external requirements, with special emphasis on the need to maintain standards of quality that will meet the requirements of moderation, examination and verification.
Wherever possible, content of the unit should be related to learners’ own teaching situations, students and experiences. Tutors should emphasise links with the current professional standards, discussing the issues raised by the unit amplification both formally and informally. Tutors are advised to use assessment tools to help learners evaluate their own performance as a teacher, identifying opportunities for improvement.
The delivery of this unit may take place over a defined timescale, so the generation of evidence is ongoing throughout teaching practice and builds a practice portfolio. To avoid over-reviewing, tutors could undertake a review halfway through the course or between the core and fully optional units.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 45
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning activities
These learning activities have been included as guidance for use with the suggested assessment activities. They are based on the delivery of Unit 13: Principles of Assessment in Lifelong Learning (Level 3) and demonstrate one way to plan the delivery and assessment of the unit. The range of learning activities suggested for this unit include tutor led discussions and presentations, whole group activities, individual learner presentations and teaching practice assessment. Centres that already have a learning programme for the CTLLS qualification will find changes are minimal.
Introduction to unit
At the beginning of the unit, time can be given to discussing learning and assessment activities, the links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace.
Learning outcomes 1 and 2
Tutor-led group discussion based on summarising basic concepts covered in the first four units of the CTLLS qualification (PTLLS), with the aid of whiteboard/interactive-board or flipcharts. Using flipcharts and small-group work, each group takes a specific aspect of assessment, eg skills, knowledge or understanding. Each group summarises the key concepts of assessment, shares their findings with other groups and then records information from other groups in turn.
Using the headings ‘valid, reliable, sufficient, authentic and current’, each individual writes down at least one suggestion as to how each requirement could be achieved from their practice. Each suggestion is recorded on a small piece of paper and posted to a display space.
The tutor summarises the two activities, with the addition of any aspects not covered by the group. The results could be downloaded onto an electronic site or provided as a handout. A different group member could be nominated to act as scribe for each recording task.
Learning outcomes 1, 2, 3 and 4
Individual learner mini-presentations identifying reasons for selection of contrasting assessment methods to meet the different needs of students. Where possible, select one assessment method for skills and one for knowledge. The presentation should include a brief description of how and when the assessment is used and who the students are, as well as specifying the assessment requirements and related procedures of learning programmes. Mini-presentations could be followed by group feedback and discussion, reviewing how effective different assessment approaches can be in meeting the different needs of students and learning programmes. A discussion on how minimum core elements can be demonstrated in assessing students would also be appropriate. This could involve tutor input and case studies where required.
Learning outcomes 1, 2 and 3
Teaching practice assessment could include: the use of peer and self-assessment to promote student involvement and personal responsibility in the assessment for and of their learning; questioning and feedback in the assessment for and of learning; the recording of assessments which meet internal and external processes and requirements; communication of assessment information to other professionals with an interest in student achievement; and the use of minimum core elements in assessing students in own specialist area.
46 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Assessment of this unit must take into consideration the assessment of Unit 13: Principles of Assessment in Lifelong Learning (Level 3) in order to avoid duplication. Through this unit, learners will demonstrate a development of the skills, knowledge and understanding required when preparing to teach and assess.
Evidence for this unit can include examples from:
key documentation, eg organisation, awarding organisation, vocational body
records of formal assessment according to organisation and/or awarding body requirements, eg assessment record
skills/performance task sheets
records of informal assessment, eg individual learning plan, individual learner records of achievement
questioning
written feedback
assessment activities identifying assessment criteria
learner self-assessment such as a personal learning log or reflective journal, eg reflective elements of the mini-presentations and group activities
tutor/observer record–record of feedback focusing specifically on the use of assessment as an integral part of learning and teaching
witness statements relating to the use of assessment when not part of the teaching observation requirements.
It is essential to link the assessment of this unit to Unit 13: Principles of Assessment in Lifelong Learning (Level 3). It is also essential to link it to Unit 11: Planning to Meet the Needs of Learners (Level 3), Unit 22: Using Resources for Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3). In this way, all aspects of assessing learning and teaching can be considered holistically.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either adapt Edexcel suggestions to meet local needs and resources or write their own assessments.
For Level 3 learners, it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 47
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 1.1, 1.4 and 3.2
As part of the three observed teaching practice sessions, learners select and include an example of at least one different assessment type and method for each session.
For each assessment activity, learners provide evidence to show how it meets the needs of students and produce assessment evidence that is valid, reliable, sufficient, authentic and current.
Learners should include one of the session plans as an example of how they have used the opportunity to assess at least one aspect of the minimum core.
Assessment evidence
Session plans, sample assessment activities, assessment records, feedback records, observation records.
Assessment criteria 1.2, 1.3, 2.3 and 2.4
Learners provide at least one task as an example of an individual student’s self-assessment. This should include examples of the use of questioning and feedback in promoting learning and be combined, as part of the teaching practice, with assessment of at least one individual student.
If it is not possible to carry out an individual assessment as part of the planned session (including questioning and providing feedback 1:1), an appropriate assessor should observe a specific 1:1 assessment activity and give the learner feedback on how well they met the internal and external assessment requirements. The learner should record the outcomes of the assessment and communicate these with appropriate individuals.
Assessment evidence
Examples of assessment records, record of feedback, observation record/s.
Assessment criteria 2.1, 2.2, 3.1, 4.1 and 4.2
Learners review the types and methods of assessment covered in Unit 13: Principles of Assessment in Lifelong Learning (Level 3) (for example, types such as diagnostic, formative, summative, norm or criterion referenced, skills, knowledge or understanding; methods: written, verbal, practical, portfolio, self-assessment, reflection, online) and explain how the use of specific approaches contributes to learning and teaching in their experience. In addition, learners consider how well they incorporated assessment into their scheme of work and session plans.
Learners answer the following questions: How can you include minimum core elements in assessing your students? What do you need to do to improve your assessment practice?
Assessment evidence
Written reflection for example, session evaluation/s, personal learning log and professional discussion.
48 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Indicative resource materials
Textbooks
Dadzie S – Equality Assurance: Self-Assessment for Equal Opportunities in Further Education (Further Education Development Agency, 1998) ISBN 9781853384738
Gadsby C –Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027
Gravells A and Simpson S–Passing CTLLS Assessments (Lifelong Learning Sector), 1st Edition (Learning Matters, 2011) ISBN 9780857253699
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson Thornes, 2009) ISBN 9781408504529
Wolf A–Competence-Based Assessment (Assessing Assessment) (Open University Press, 1995) ISBN 9780335190232
Journals and/or magazines Times Educational Supplement –FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 49
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 3: Assessing Learners in Lifelong Learning
Unit reference number: H/503/4905
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to use types and methods of assessment, to conduct and record assessment in accordance with internal and external processes and requirements and to evaluate their own assessment practice. The unit covers expectations in relation to the minimum core in assessing learners in lifelong learning.
Learners will be expected to communicate assessment information to other relevant professionals in the appropriate way, evaluate their own assessment practice and look for ways to improve.
This unit is based on demonstrating an understanding of practical learning, teaching and assessment activities and should be viewed as an extension of Unit 14: Principles of Assessment in Lifelong Learning (Level 4) or Unit 19: Understanding the Principles and Practices of Assessment (Level 3).
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of learners’ practice can be formative and summative.
Learners need to show how to meet internal and external requirements for assessment. This is to ensure accurate information is available about subject-related achievement which can be shared with students and those with a legitimate interest in student achievement. The unit also requires a review of ways in which assessment can address the minimum core elements–where opportunities to assess language, literacy, numeracy and ICT may be integrated in a meaningful way and put into practice.
Learners will need to evaluate their own assessment practice to identify opportunities for improvements. To support this requirement and to ensure all aspects of learning and teaching are considered as a whole, this unit should be viewed in conjunction with Unit 5: Delivering Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4).
50
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sel
ect
and a
pply
ass
essm
ent
types
and m
ethods
to m
eet
the
nee
ds
of
lear
ner
s
□
Ass
essm
ent
types
, eg
rec
ognitio
n o
f prior
lear
nin
g (
RPL
),
form
ativ
e or
sum
mat
ive,
norm
or
criter
ion r
efer
ence
d,
skill
s an
d/o
r kn
ow
ledge
and/o
r under
stan
din
g.
□
Met
hods,
eg c
ours
ework
, m
ulti-
choic
e, e
ssay
, sh
ort
answ
er
test
s, q
ues
tion a
nd a
nsw
er s
essi
on,
pra
ctic
al s
kills
bas
ed
test
ing,
exper
imen
ts,
pro
ject
s, o
bse
rvat
ion,
pro
fess
ional
dis
cuss
ion,
witnes
s st
atem
ent,
onlin
e.
1
Be
able
to u
se
types
and m
ethods
of
asse
ssm
ent
to
mee
t th
e nee
ds
of
lear
ner
s
1.2
U
se p
eer
and s
elf-
asse
ssm
ent
to
pro
mote
lea
rner
invo
lvem
ent
and p
erso
nal
res
ponsi
bili
ty in t
he
asse
ssm
ent
for
and o
f th
eir
lear
nin
g
□
Peer
, eg
colla
bora
tive
act
ivitie
s, a
sses
smen
t in
pee
r te
achin
g,
pee
r m
arki
ng o
f w
ritt
en w
ork
/tes
ts,
pee
r obse
rvat
ion a
nd f
eedbac
k, p
air
or
gro
up a
sses
smen
t ac
tivi
ty,
crea
ting s
upport
ive
envi
ronm
ent.
□
Sel
f, e
g s
afe
conte
xt t
o e
nco
ura
ge
reflec
tion,
ILP/
PLL
(per
sonal
lea
rnin
g log),
sel
f-as
sess
men
t ag
ainst
per
form
ance
or
asse
ssm
ent
criter
ia,
indiv
idual
dis
cuss
ion,
self-a
sses
smen
t re
view
, th
rough t
uto
rial
act
ivity,
re
cognis
ing s
upport
nee
ds,
ski
lls r
evie
w.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 5
1
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Ass
ess
how
ques
tionin
g a
nd
feed
bac
k co
ntr
ibute
s to
the
asse
ssm
ent
pro
cess
□
Ques
tionin
g,
eg o
pen
and c
lose
d q
ues
tions,
chec
king
under
stan
din
g,
enco
ura
gin
g s
tuden
ts’ ques
tions,
neg
otiat
ion,
form
al q
ues
tionin
g a
gai
nst
crite
ria,
chec
king
under
pin
nin
g k
now
ledge
in s
kills
ass
essm
ent,
pau
se-p
ounce
or
targ
eted
.
□
Feed
bac
k, e
g indiv
idual
or
gro
ups,
cre
atin
g o
pport
unitie
s,
clea
r, c
onst
ruct
ive,
appro
priat
e en
viro
nm
ent
and t
imin
g,
spec
ific
to a
sses
smen
t re
quirem
ents
, fe
edbac
k sa
ndw
ich
(pra
ise,
critici
sm,
pra
ise)
, m
edal
and m
issi
on’ neg
otiat
ing
goal
s, a
ctio
n p
lannin
g,
enco
ura
gin
g s
tuden
t fe
edbac
k,
valu
ing f
eedbac
k.
1.4
U
se a
sses
smen
t ty
pes
and
met
hods
to e
nab
le lea
rner
s to
pro
duce
ass
essm
ent
evid
ence
th
at is
valid
, re
liable
, su
ffic
ient,
au
then
tic
and c
urr
ent
□
Val
id,
eg lin
ked t
o lea
rnin
g,
ow
ned
, ag
ainst
lea
rnin
g
obje
ctiv
es,
mee
ting s
tandar
ds,
addre
ssin
g s
tuden
t nee
ds.
□
Rel
iable
, eg
appro
priat
e as
sess
men
t or
per
form
ance
cr
iter
ia,
rigoro
us,
rep
eata
ble
, m
oder
ated
.
□
Suffic
ient,
eg a
ppro
priat
e dep
th a
nd r
ange
evid
ence
, ev
iden
ce a
t re
quired
lev
el,
refe
rence
d,
rese
arch
mat
eria
ls
incl
uded
, lo
gged
and t
rack
ed.
□
Auth
entic,
eg s
tuden
t ow
ner
ship
, su
pport
ing s
tate
men
ts,
attr
ibution t
o s
ourc
e, r
epea
table
, su
pport
ed b
y w
itnes
s or
obse
rver
sta
tem
ents
.
□
Curr
ent,
eg m
eeting c
urr
ent
stan
dar
ds,
evi
den
ce t
hat
is
curr
ent,
act
ivel
y en
gag
ing t
he
studen
t in
ass
essm
ent
pro
cess
, w
ithin
appro
priat
e tim
esca
les
for
Acc
redited
Prior
Lear
nin
g (
APL
), c
ontr
ibuting t
o c
urr
ent
lear
nin
g.
52
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Rev
iew
the
asse
ssm
ent
requirem
ents
and r
elat
ed
pro
cedure
s of
lear
nin
g
pro
gra
mm
es
□
Ass
essm
ent
requirem
ents
, eg
aw
ardin
g b
ody
lear
nin
g
outc
om
es a
nd a
sses
smen
t cr
iter
ia,
voca
tional
or
occ
upat
ional
sta
ndar
ds,
mar
king s
chem
es,
criter
ion o
r norm
re
fere
nci
ng,
leve
l of
com
pet
ence
, st
andar
dis
atio
n,
occ
upat
ional
nee
ds,
tar
get
for
pro
gre
ssio
n.
□
Lear
nin
g p
rogra
mm
e, e
g o
ppor
tunitie
s fo
r gen
erat
ing
evid
ence
, su
bje
ct k
now
ledge
and u
nder
stan
din
g
requirem
ents
, sk
ills
opport
unitie
s, e
qual
ity
of
opport
unity
and a
cces
s, s
uffic
ient
and a
ppro
priat
e re
sourc
es,
tim
ings,
co
nte
xt,
studen
t in
volv
emen
t, a
ppro
priat
e en
viro
nm
ent.
2
Be
able
to c
onduct
an
d r
ecord
as
sess
men
ts in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
pro
cess
es
and r
equirem
ents
2.2
Car
ry o
ut
and r
ecord
as
sess
men
ts t
o m
eet
inte
rnal
an
d e
xter
nal
pro
cess
es a
nd
requirem
ents
□
Inte
rnal
req
uirem
ents
, eg
mee
t org
anis
atio
n p
olic
ies
and
pro
cedure
s, a
ppro
priat
e to
sta
ndar
d o
r le
vel, a
sses
sors
ap
pro
priat
e to
subje
ct o
r sk
ills,
appro
priat
e co
nte
xt,
inte
rnal
ver
ific
atio
n o
r m
oder
atio
n in r
elat
ion t
o t
he
lear
nin
g
pro
gra
mm
e, a
ddre
ss s
tuden
t nee
ds.
□
Ext
ernal
req
uirem
ents
, eg
curr
ent
awar
din
g o
rgan
isat
ion
requirem
ents
and s
tandar
ds,
tra
ckin
g a
nd loggin
g o
f ev
iden
ce,
reco
rdin
g e
viden
ce,
sam
plin
g a
cross
stu
den
ts o
r units,
val
idat
ed a
sses
sors
, outc
om
es c
an b
e au
then
tica
ted,
exte
rnal
ver
ific
atio
n o
r ex
amin
ers
chec
king o
f in
tern
al
qual
ity
assu
rance
, m
eeting e
mplo
yer’s
requirem
ents
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 5
3
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n inte
rest
in
lear
ner
ach
ieve
men
t
□
Ass
essm
ent
info
rmat
ion,
eg s
tuden
t ac
hie
vem
ent,
support
nee
ds,
those
res
ponsi
ble
for
regis
trat
ion a
nd c
ertifica
tion,
pro
gra
mm
e per
form
ance
, ben
chm
arki
ng,
to info
rm q
ual
ity
assu
rance
, to
info
rm g
ove
rnm
ent
and o
rgan
isat
ional
st
atis
tics
, lo
cal or
nat
ional
per
form
ance
tab
les.
□
Oth
er p
rofe
ssio
nal
s, e
g c
olle
agues
or
subje
ct t
eam
, m
anag
er r
esponsi
ble
for
lear
nin
g p
rogra
mm
es f
or
staf
fing
or
reso
urc
e nee
ds,
lea
rnin
g s
upport
, th
ose
with
resp
onsi
bili
ty f
or
qual
ity
assu
rance
, em
plo
yers
, in
spec
tion
agen
cies
, aw
ardin
g b
odie
s, o
ther
educa
tion o
r tr
ainin
g
pro
vider
s.
3
Under
stan
d
expec
tations
in
rela
tion t
o t
he
min
imum
core
in
asse
ssin
g lea
rner
s in
lifel
ong lea
rnin
g
3.1
Rev
iew
way
s in
whic
h m
inim
um
co
re e
lem
ents
can
be
dem
onst
rate
d in a
sses
sing
lear
ner
s in
lifel
ong lea
rnin
g
□
Exp
ecta
tions,
eg a
war
enes
s of cu
rren
t re
quirem
ents
of
spec
ialis
t ar
ea,
awar
din
g o
rgan
isat
ion o
r vo
cational
org
anis
atio
n s
tandar
ds
rela
ting t
o m
inim
um
core
, re
quirem
ents
for
languag
e an
d liter
acy
in a
sses
smen
t,
multili
ngual
ism
, nee
d t
o p
rom
ote
num
erac
y, o
nlin
e as
sess
men
t, I
CT u
se in g
ener
atin
g a
sses
smen
t ev
iden
ce.
□
Opport
unitie
s, e
g u
sing r
ange
of
sourc
es o
f ev
iden
ce in
asse
ssm
ent
thro
ugh r
esea
rch,
nat
ura
lly o
ccurr
ing e
viden
ce
thro
ugh s
ubje
ct a
sses
smen
t, inte
gra
ted a
sses
smen
t ap
pro
aches
, en
coura
gin
g s
tuden
ts,
incr
ease
d r
elev
ance
to
lear
nin
g a
nd s
kills
, onlin
e as
sess
men
t.
54
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Apply
min
imum
core
ele
men
ts in
asse
ssin
g lea
rner
s in
ow
n
spec
ialis
t ar
ea
□
Languag
e, e
g v
erbal
ass
essm
ent,
indiv
idual
pre
senta
tions,
re
cord
of
gro
up d
iscu
ssio
n o
r deb
ate,
ver
bal
ques
tion a
nd
answ
er,
pro
fess
ional
dis
cuss
ion.
□
Lite
racy
, eg
rea
din
g inst
ruct
ions,
writt
en a
ssig
nm
ent,
fin
d
and s
elec
t in
form
atio
n f
rom
a r
ange
of
sourc
es,
report
or
pro
ject
, w
ritt
en t
ests
or
exam
inat
ion.
□
Num
erac
y, e
g n
um
ber
ski
lls t
o s
upport
pro
ble
m s
olv
ing,
use
of
mea
sure
men
t, c
once
pt
of sc
ale,
tab
le o
f st
atis
tics
, pro
cess
ing a
nd a
nal
ysin
g d
ata,
inte
rpre
ting a
nd e
valu
atin
g
resu
lts.
□
ICT,
eg w
ord
pro
cess
ing,
spre
adsh
eets
, dat
a in
terp
reta
tion,
imag
e pro
cess
ing,
findin
g a
nd s
elec
ting w
eb-b
ased
in
form
atio
n,
e-as
sess
men
t, r
ecord
ing a
nd s
toring o
f as
sess
men
t, p
rese
nting info
rmat
ion.
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n
asse
ssm
ent
pra
ctic
e, t
akin
g
acco
unt
of
the
view
s of
lear
ner
s
□
Eva
luat
ion,
eg v
erbal
or
writt
en e
valu
atio
n o
f as
sess
men
t pro
cess
or
pro
duct
, te
am e
valu
atio
n,
revi
ewin
g a
sses
smen
t outc
om
es,
studen
t ac
hie
vem
ents
, qual
ity
assu
rance
/im
pro
vem
ent
revi
ews.
□
Ref
lect
on o
wn p
ract
ice,
eg s
essi
on e
valu
atio
n,
tim
ings,
le
vel of
studen
t par
tici
pat
ion o
r in
volv
emen
t, S
WO
T
anal
ysis
bas
ed o
n a
sses
smen
t st
rate
gie
s, r
evie
w o
f as
sess
men
t outc
om
es,
achie
vem
ent
of
targ
ets,
annual
re
view
/SAR,
obse
rvat
ion o
f pra
ctic
e fe
edbac
k.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 5
5
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
Est
ablis
h w
ays
to im
pro
ve o
wn
asse
ssm
ent
pra
ctic
e □
Im
pro
vem
ents
, eg
updat
ing s
ubje
ct k
now
ledge,
acc
essi
ng
awar
din
g o
rgan
isat
ion t
rain
ing o
r w
ebsi
te,
des
ign a
nd
del
iver
y of
asse
ssm
ent
sched
ule
s, r
esourc
e re
quirem
ents
, updat
ing a
sses
smen
t sk
ills
or
qual
ific
atio
ns,
work
sh
adow
ing o
r pee
r obse
rvat
ion,
indust
rial
sec
ondm
ent.
□
Chan
ges
, eg
rev
iew
tar
get
s an
d t
imes
cale
s, c
hal
lengin
g
studen
ts a
nd lea
rnin
g s
tyle
s, m
otiva
ting a
nd t
arget
ing
sele
cted
stu
den
ts u
sing e
valu
atio
n t
o p
lan c
han
ges
to
asse
ssm
ent
pro
gra
mm
e or
del
iver
y, c
han
ges
to a
sses
smen
t ac
tivi
ties
(eg
thei
r tim
ing a
nd s
ched
ulin
g).
56 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
The delivery of this unit should develop the approaches used for Unit 14: Principles of Assessment in Lifelong Learning (Level 4). These are based on an analysis of assessment types and methods, how to involve the learner in the process and issues around record keeping. This unit allows learners to put their learning into practice whilst specifically focusing on the assessment requirements and related procedures of learning programmes. Learners should recognise the demands placed on assessment by internal and external processes and requirements from their own teaching contexts.
It needs to be emphasised that learning occurs through a combination of teaching in the classroom, individual research and learning in the workplace. Many of the learning outcomes for this unit are the same as those at Level 3 and can be demonstrated through teaching practice. In keeping with this, delivery needs to focus on a practical approach so that learners can develop through their own practice. In maintaining a holistic approach, it is also essential that learners appreciate the practical links between this unit and Unit 12: Planning to Meet the Needs of Learners (Level 4), Unit 23: Using Resources for Lifelong Learning (Level 4) and Unit 5: Delivering Lifelong Learning (Level 4).
This unit directly relates to assessment approaches in specific learning contexts. It provides opportunities to draw on material from the learners’ personal and professional experience, which can be shared through mini-presentations and case studies. Learners should actively draw on the types and methods of assessment relevant to their individual context, and provide their own assessment materials to use in class and in assignments. These should also be used in conjunction with appropriate theories and principles, where learners are required to specify assessment requirements and related procedures of their learning programmes. Learners should focus on the use of assessment approaches that stimulate and encourage further learning, especially through the use of questioning and self or peer assessment.
Learner-centred approaches should be emphasised throughout this unit. By linking research to examples selected from their own workplace, learners can review assessment approaches in a way that contributes more directly to developing their own practice. An active approach could also be used to provide opportunities for peer and self-assessment. This encourages learner involvement and personal responsibility for assessment in a way that they can transfer to their students.
Delivery of this unit should ensure that learners are able to address minimum core elements of numeracy and ICT in the recording and using of data. This could be through sharing examples of different methods of tracking and logging learner achievements or in interpreting assessment data for colleagues, for the organisation or for others, and in communicating information with other professionals.
Through the use of mini-presentations, learners are able to demonstrate their understanding of both organisational and external requirements, with special focus on maintaining standards of quality that will meet the requirements of moderation, examination and verification.
Learners should be involved in negotiating delivery methods and approaches for assessing students. This way, they can actively engage in defining and creating
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 57
– Issue 1 – August 2012 © Pearson Education Limited 2012
their own opportunities for learning, whilst recognising opportunities for their students. Wherever possible, the content of the unit should be related to learners’ own teaching situations, students and experiences. Reviewing a range of assessment strategies also allows learners to recognise the needs of those students unable to access the usual assessment strategy.
It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content both formally and informally. Assessment tools should be used to evaluate performance, identifying opportunities for improvement.
As this is not approached as a single unit, a unit review is not necessary. Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout teaching practice and builds a teaching practice portfolio.
Learning activities
These learning activities have been included as guidance for use with the suggested assessment activities. These are developed from Unit 14: Principles of Assessment in Lifelong Learning (Level 4) and demonstrate one way of planning the delivery and assessment of the unit. The range of learning activities suggested for this unit include tutor led discussions and presentations, whole group activities, individual learner tasks and presentations and teaching practice assessment. Centres that already have a learning programme for the existing unit need only make minimal alterations to their programme as the changes to assessment requirements are limited.
Introduction to unit
At the beginning of the unit, time should be given to discussing learning and assessment activities, the links between units, the use of teaching practice as a part of the learning process and the use of evidence from the workplace.
Learning outcomes 1, 2 and 4
Individual tasks based on the work undertaken for Unit 14: Principles of Assessment in Lifelong Learning (Level 4) on evaluating the strengths and weaknesses of different assessment types and methods.
Learners select two contrasting forms of assessment, one for knowledge and one for a skill, and carry out a mini-presentation to the group to review the effectiveness of their assessment practice. Reference should be made to underpinning learning and assessment principles. For each principle, the presentation should include a brief description of how and when the assessment is used and recorded. Learners must also describe who the students are and specify the assessment requirements and related procedures of the learning programmes.
This approach allows for peer teaching. Individuals should be encouraged to take notes on their peers’ presentations.
Learning outcomes 1, 2 and 3
Tutor reviews the purpose of assessment in terms of generating evidence that is fit for purpose and covers variations in assessment requirements of learning programmes–focusing on those not covered by the presentations.
Using flipcharts (or equivalent) and the headings ’valid, reliable, sufficient, authentic and current’, learners write down at least one suggestion as to how each requirement could be achieved in practice and ‘post’ their suggestion to the appropriate chart. Then in a small group activity, each group takes responsibility
58 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
for one aspect of assessment and summarises and presents their findings to the whole group. The results could be either downloaded onto an electronic site or provided as a handout (eg nominate a different group member to act as scribe for each group).
The tutor presents any aspects not covered by the groups–including strategies for questioning and feedback and how minimum core elements can be demonstrated in assessing learners. This could involve case studies where required.
Learning outcomes 1 and 2
Role play could be used to explore use of peer and self-assessment, questioning, and feedback. This could be followed by whole group discussion on the advantages of using both peer and self-assessment in promoting learner responsibility.
Alternatively, the tutor could divide the group into two with learners in the first group ‘selling’ peer assessment strategies and learners in the second group ‘selling’ self-assessment strategies. The whole group could then debate the relative merits of peer and self-assessment in promoting learner responsibility in assessment. The tutor could then summarise the range of opportunities for using peer and self-assessment in promoting learning.
Tutor-led whole group discussion to review strategies in using questioning and feedback to engage learners actively in assessment. It could incorporate a tutor summary, including the communication of assessment outcomes to those interested in student achievement.
Learning outcomes 1, 2 and 3
In teaching practice assessment, learners use peer- and self-assessment to promote student involvement and personal responsibility in the assessment for and of their learning; use questioning and feedback in the assessment for and of learning; carry out and record assessments to meet internal and external processes and requirements; communicate assessment information to other professionals with an interest in student achievement; use minimum core elements in assessing students in own specialist area.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The practical assessment criteria for this unit are identical to those at Level 3. As a result, it is important to emphasise the need to adopt an assessment strategy that avoids the risk of duplication. Assessment of this unit also needs to demonstrate a clear development of the skills, knowledge and understanding required for Unit 14: Principles of Assessment in Lifelong Learning (Level 4).
Evidence can include examples from:
key documentation for example organisation, awarding organisation, vocational body
records of formal assessment according to organisation and/or awarding body requirements, for example assessment record
skills/performance task sheets
records of informal assessment for example individual learning plan, individual learner records of achievement
questioning
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 59
– Issue 1 – August 2012 © Pearson Education Limited 2012
written feedback
assessment activities identifying assessment criteria
learner self-assessment such as personal learning log or reflective journal–eg reflective elements of the mini-presentations and group activities
tutor/observer record–record of feedback focusing specifically on the use of assessment as an integral part of learning and teaching
witness statements relating to the use of assessment when not part of the teaching observation requirements.
It is also essential to link this Level 4 unit to the other core units such as Unit 5: Delivering Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4) and so that all aspects of assessing learning and teaching are considered holistically.
Many of the assessment criteria are identical at Level 3 and at Level 4. It is therefore, vital that the Level 4 learner is provided with a greater degree of challenge. This could be achieved by drawing evidence from a variety of sources and providing clear links between practice and theory.
Assessment activities
Below are suggested assessment activities that cover the assessment criteria. These are for guidance only and it is recommended that centres either adapt Edexcel suggestions to meet local needs and resources or write their own assessments.
At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. At Level 4, however, more evidence is required of individual research and extended writing.
Assessment criteria 1.1, 1.4 and 3.2
As part of the three observed teaching practice sessions, learners select and include an example of at least one different assessment type and method for each session.
For each assessment activity, learners show how it meets student needs and produce assessment evidence that is valid, reliable, sufficient, authentic and current.
Learners include one of the session plans as an example of how they have used the opportunity to assess at least one aspect of the minimum core.
Assessment evidence
Session plans, sample assessment activities, assessment records, feedback records, observation records.
Assessment criteria 1.3, 2.1, 2.2 and 2.3
Learners review the assessment requirements and procedures of at least one learning programme.
Learners carry out assessment, using appropriate question, answer and feedback methods. They record results in a way that meets internal and external processes and requirements.
Learners compile and communicate assessment results to identified others, such as an awarding organisation or examinations officer.
Assessment evidence
60 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Examples of assessment records, records of feedback, observation records.
Assessment criteria 1.2, 2.1, 3.1, 4.1 and 4.2
Learners review approaches to meeting specific assessment requirements. Learners make specific reference to at least one example of assessing knowledge, skills, peer assessment and self-assessment.
Learners review ways in which they have incorporated minimum core elements into assessing students.
Learners use examples taken from teaching practice to review the effectiveness of assessment practice and ways to improve this.
Assessment evidence
Student assignments, examples of assessment records.
Indicative resource materials
Textbooks
Dadzie S — Equality Assurance: Self-Assessment for Equal Opportunities in Further Education (Further Education Development Agency, 1998) ISBN 9781853384738
Gadsby C — Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027
Gibbs G, Habeshaw S and Habeshaw T — 53 Interesting ways to Assess your Students (Technical and Educational Services, 1993) ISBN 9780947885120
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Morgan C and O’Reilly M — Assessing Open and Distance Learners (Routledge, 1999) ISBN 9780749428785
Wolf A — Competence-Based Assessment (Assessing Assessment) (Open University Press, 1995) ISBN 9780335190232
Journals and/or magazines
Guardian Professional
Times Educational Supplement — FE Focus
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 61
– Issue 1 – August 2012 © Pearson Education Limited 2012
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
62 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 4: Delivering Lifelong Learning
Unit reference number: M/503/4907
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their own delivery practice. It gives the learner understanding of how technology can enhance learning and teaching and covers expectations in relation to the minimum core in delivering inclusive learning and teaching.
Learners will need to demonstrate ways in which their own practice reflects the range of skills, knowledge and understanding associated with teaching and learning in their own context in lifelong learning. The unit builds specifically on Unit 11: Planning to Meet the Needs of Learners (Level 3) by providing the opportunity to put into practice the scheme of work and associated session plans devised to create a purposeful and inclusive learning and teaching environment. This unit is practical, and learning outcomes are assessed in the workplace through learning and teaching practice.
Through delivering learning and teaching sessions, learners can reflect on the range of strategies and approaches used and how to adapt these to meet the changing needs of individual students and the curriculum, including minimum core requirements. The unit also provides an opportunity to demonstrate the use of communication skills to engage and maintain the interest of students. This unit builds on skills developed through Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) and Unit 2: Assessing Learners in Lifelong Learning (Level 3). This unit also enables learners to examine the use, benefits and limitations of technology in learning and teaching.
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observation of the required practice in the teaching and learning environment can be formative and summative.Learning outcomes, assessment criteria and unit amplification.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 63
– Issue 1 – August 2012 © Pearson Education Limited 2012
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
64
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Cre
ate
a purp
ose
ful, incl
usi
ve
lear
nin
g a
nd t
each
ing
envi
ronm
ent
□
Purp
ose
ful, e
g a
ddre
ssin
g n
eeds
of
curr
iculu
m,
clea
r ai
ms
and o
bje
ctiv
es,
pla
nned
gro
up m
anag
emen
t.
□
Incl
usi
ve,
eg a
ddre
ssin
g indiv
idual
stu
den
t nee
ds,
engag
ing
studen
ts,
range
of
lear
nin
g s
tyle
s, s
mal
l an
d w
hole
gro
up
work
, ra
nge
of
support
.
1.2
U
se lea
rnin
g a
nd t
each
ing
activi
ties
to m
eet
curr
iculu
m
requirem
ents
□
Curr
iculu
m r
equirem
ents
eg s
ubje
ct-s
pec
ific
conte
nt,
su
bje
ct s
pec
ific
ski
lls,
asse
ssm
ent
nee
ds
□
Lear
nin
g a
ctiv
itie
s, e
g 1
:1,
pra
ctic
al a
ctiv
ity,
work
-bas
ed,
indiv
idual
and g
roup a
sses
smen
ts,
onlin
e.
□
Tea
chin
g a
ctiv
itie
s, e
g lec
ture
s, c
ase
studie
s, w
ork
shops,
pro
ject
work
, fiel
d w
ork
, re
sourc
e-bas
ed lea
rnin
g.
1
Be
able
to u
se
incl
usi
ve lea
rnin
g
and t
each
ing
appro
aches
in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
1.3
Pr
ovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e, n
um
erac
y an
d I
CT s
kills
□
Lite
racy
, la
nguag
e, n
um
erac
y, I
CT,
eg s
poke
n a
nd w
ritt
en
languag
e ap
pro
priat
e to
stu
den
ts a
nd s
ubje
ct,
dis
abili
ty
awar
enes
s, r
ole
pla
y, d
iscu
ssio
n,
pra
ctic
al a
ctiv
itie
s,
rese
arch
, dat
a in
terp
reta
tion,
exper
imen
tation,
onlin
e le
arnin
g,
work
-bas
ed lea
rnin
g.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 6
5
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
U
se c
om
munic
atio
n m
ethods
and m
edia
to m
eet
the
nee
ds
of
all le
arner
s
□
Met
hods,
eg c
lear
, tw
o-w
ay,
liste
nin
g,
resp
ondin
g t
o
studen
ts,
ques
tionin
g,
sum
mar
isin
g,
tone
and p
ace,
non-
verb
al,
invo
lvin
g s
tuden
ts.
□
Med
ia,
eg w
ritt
en m
ater
ials
, ove
rhea
d t
ransp
aren
cies
, Po
wer
Poin
t, I
CT,
VLE
(vi
rtual
lea
rnin
g e
nvi
ronm
ent)
, au
dio
an
d v
isual
aid
s, r
elev
ance
.
2
Be
able
to
com
munic
ate
with
lear
ner
s an
d o
ther
le
arnin
g
pro
fess
ional
s to
en
han
ce lea
rnin
g
2.2
Com
munic
ate
with o
ther
le
arnin
g p
rofe
ssio
nal
s to
mee
t le
arner
nee
ds
and e
nco
ura
ge
pro
gre
ssio
n
□
To m
eet
studen
t nee
ds,
eg n
egotiat
ing w
ith c
olle
agues
on
beh
alf
of
studen
ts,
spec
ialis
t su
pport
pro
vider
s,
cours
e/pro
gra
mm
e te
am,
contr
ibuting t
o p
rogra
mm
e re
view
.
□
Enco
ura
gin
g p
rogre
ssio
n,
eg iden
tify
ing s
tuden
t options,
co
mm
unic
atin
g w
ith p
aren
ts,
emplo
yers
, w
ork
pla
cem
ents
, fu
rther
educa
tion o
r sp
ecia
list
pro
vider
s.
3.1
Exp
lain
way
s to
use
tec
hnolo
gy
to e
nhan
ce lea
rnin
g a
nd
teac
hin
g
□
Enhan
cing lea
rnin
g,
eg c
om
pute
r-ai
ded
lea
rnin
g,
flex
ible
an
d b
lended
lea
rnin
g,
rese
arch
ing,
pro
duci
ng a
ssig
nm
ents
, diffe
rentiat
ion.
□
Enhan
cing t
each
ing,
eg g
lobal
isat
ion t
hro
ugh a
cces
s to
the
world w
ide
web
, vi
sual
, in
tera
ctiv
e w
hiteb
oar
d,
pro
mpt
to
dis
cuss
ion o
r deb
ate,
mat
eria
ls o
nlin
e, intr
anet
to b
ack
up
sess
ion.
3
Under
stan
d h
ow
te
chnolo
gy
can
enhan
ce lea
rnin
g
and t
each
ing
3.2
Rev
iew
the
ben
efits
and
limitat
ions
of
usi
ng t
echnolo
gy
in
lear
nin
g a
nd t
each
ing
□
Ben
efits,
eg indiv
idual
ised
lea
rnin
g,
mat
eria
ls o
nlin
e,
support
s le
arnin
g,
reduce
s nee
d f
or
pap
er-b
ased
res
ourc
es,
support
for
studen
ts w
ork
ing indep
enden
tly,
stim
ula
ting.
□
Lim
itat
ions,
eg a
vaila
bili
ty o
f in
tran
et,
acce
ss t
o t
echnolo
gy,
tim
e an
d e
ffort
to k
eep u
p t
o d
ate
with t
echnolo
gy,
ove
ruse
, nee
d f
or
appro
priat
e sk
ills,
cost
, fit
for
purp
ose
.
66
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
way
s m
inim
um
core
el
emen
ts c
an b
e dem
onst
rate
d
in d
eliv
erin
g lifel
ong lea
rnin
g
□
Lite
racy
, eg
whiteb
oar
d/a
ctiv
e boar
d,
direc
ted r
eadin
g,
han
douts
, pre
senta
tions.
□
Languag
e, e
g u
sing s
poke
n E
nglis
h e
ffec
tive
ly,
fit
for
audie
nce
, ch
ecki
ng info
rmat
ion is
rece
ived
and u
nder
stood.
□
Num
erac
y, e
g m
akin
g s
ense
of
dat
a, u
sing n
um
ber
ski
lls
and c
onte
nt.
□
ICT,
eg r
ecognis
ing t
ypes
fit for
purp
ose
, usi
ng I
CT s
yste
ms
such
as
e-le
arnin
g a
nd e
-ass
essm
ent.
4
Under
stan
d t
he
use
of
min
imum
co
re in r
elat
ion t
o
del
iver
ing lifel
ong
lear
nin
g
4.2
Apply
min
imum
core
ele
men
ts in
del
iver
ing lifel
ong lea
rnin
g
□
Lite
racy
, eg
rea
din
g,
note
-tak
ing,
writt
en a
ssig
nm
ents
, pro
ject
s.
□
Languag
e, e
g q
ues
tion a
nd a
nsw
er,
pai
r w
ork
, sm
all gro
up
work
, gro
up d
iscu
ssio
n,
studen
t pre
senta
tions.
□
Num
erac
y, e
g u
sing d
ata,
mea
sure
men
t, p
roport
ions,
num
ber
ing,
scal
e.
□
ICT,
eg w
ord
pro
cess
ing,
dat
a pro
cess
ing,
rese
arch
ing,
dev
elopin
g a
nd p
rese
nting info
rmat
ion.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 6
7
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Ref
lect
on t
he
effe
ctiv
enes
s of
ow
n u
se o
f in
clusi
ve lea
rnin
g
and t
each
ing a
ppro
aches
□
Lear
nin
g,
eg m
easu
re o
f st
uden
ts’ su
cces
s, r
ecord
of
achie
vem
ent,
val
ue-
added
, fe
edbac
k fr
om
stu
den
ts.
□
Tea
chin
g,
eg a
chie
vem
ent
of se
ssio
n o
bje
ctiv
es,
self-
asse
ssm
ent
report
, obse
rvat
ion r
eport
s, f
eedbac
k fr
om
oth
er p
rofe
ssio
nal
s.
5.2
Id
entify
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng lea
rnin
g a
nd
teac
hin
g a
ppro
aches
□
Lear
nin
g a
ppro
aches
, eg
res
earc
hin
g lea
rnin
g s
tyle
s, s
pec
ial
nee
ds
trai
nin
g,
studen
t re
view
s, e
xplo
ring n
ew m
odes
of
del
iver
y an
d a
sses
smen
t.
□
Tea
chin
g a
ppro
aches
, eg
shad
ow
ing o
ther
pro
fess
ional
s,
updat
ing s
ubje
ct k
now
ledge,
tec
hnic
al e
xper
tise
, re
sear
chin
g m
odific
atio
ns
to lea
rnin
g p
rogra
mm
es a
nd
support
mat
eria
ls.
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
5.3
Id
entify
way
s in
whic
h o
wn
com
munic
atio
n s
kills
could
be
impro
ved
□
Appro
aches
, eg
iden
tify
ing n
eeds,
act
ion p
lan,
dis
cuss
ion
with lin
e m
anag
er o
r m
ento
r, w
ork
ing w
ith s
pec
ialis
t,
updat
ing lan
guag
e or
liter
acy
skill
s, o
nlin
e te
stin
g,
rese
arch
ing,
work
shad
ow
ing,
contr
ibuting t
o t
eam
rev
iew
s.
68 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
In addition to the linked units mentioned above, this unit should be delivered in conjunction with Unit 22: Using Resources for Lifelong Learning (Level 3) so that all aspects of learning and teaching are considered holistically.
This unit provides opportunities to review learning from Unit 8: Facilitate Learning and Development for Individuals (Level 3) or Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3).
The groundwork for this unit will already have been covered by the planning and delivery of the micro-teaching session, or facilitating learning and development for individuals or in groups. It is ‘therefore’ important to develop what has been covered previously. The suggested delivery for the micro-teach is based on Kolb’s learning cycle. This provides a structure which can be developed throughout delivery of the qualification to include Bloom’s knowledge, attitude and skills in the practical application of the scheme of work and session plans produced for Unit 11: Planning to Meet the Needs of Learners (Level 3).
Since the delivery of this unit focuses on the requirement for teaching practice, a learner-centred approach could be encouraged by giving learners opportunities to provide their own case studies and mini-presentations. In delivering learning to peers, learners are able to try different approaches in a safe environment. This allows for greater flexibility and can contribute significantly to building individual self-confidence. It is recommended that delivery focuses on learners sharing experiences and being encouraged to consider a more interactive approach in the delivery of their own sessions.
The communications aspect of this unit is suited to tutor delivery. It is important that learners understand the significance of their own use of communications when delivering their sessions. This is crucial to their ability to communicate in practice, identify ways to improve their own communication skills and address requirements for minimum core language and literacy.
In contrast, the use of technology in delivering learning and teaching might most effectively be drawn from learners’ own delivery activities; learners often understand the nature of the specific technology required for the delivery of their subject and are usually up to date with developments in technology relevant to their own context.
The use of technology in delivering learning and teaching also provides appropriate links to Unit 22: Using Resources for Lifelong Learning (Level 3) where it is suggested that a resource should be adapted with the aid of ICT. Delivery is effective where learners have limited access to technology; learners could be given appropriate opportunities to practise using technology to which they may not otherwise have access.
As this unit relates to the delivery of learning and teaching, it is possible to involve learners in negotiating delivery methods and approaches to suit their needs and contexts. In this way, learners actively engage in creating their own purposeful, inclusive learning and teaching environment.
Tutors should emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 69
– Issue 1 – August 2012 © Pearson Education Limited 2012
and identify opportunities for improvement of their delivery of learning and teaching.
Learning activities
These learning activities have been included in this unit as guidance for use with the suggested assessment activities. These demonstrate one way of planning the delivery and assessment of this unit. Tutors need to link their planning for this unit to all other units to ensure an integrated or holistic approach. The range of learning activities suggested for this unit include tutor-led discussions and presentations, group discussions, individual learner presentations and teaching practice.
Introduction to unit
Time should be given to discussion of the learning and assessment activities along with the links between the units, the use of teaching practice as a part of their own learning process and overlapping evidence from the workplace.
Learning outcomes 1 and 4
Tutor-led discussion on what makes an inclusive learning environment. Tutor should steer the discussion from the generic to the specific.
Show and tell activity in small groups, comparing the design of session plans using one example taken from teaching practice (possibly based on suggested planning format using Kolb’s activity, reflection, research, planning and Bloom’s knowledge, attitude, skill where appropriate). Links discussed to specific curriculum, environment and student needs.
Tutor-led discussion on the feedback findings, including ways in which requirements for the minimum core can be incorporated into the delivery of learning and teaching in order to use naturally occurring opportunities for developing skills in language, literacy, numeracy and ICT. A tutor summary could then focus particularly on approaches to effective group management and different approaches to engage students.
Learning outcomes 2 and 5
Tutor presentation to cover the basic principles of effective communication, including verbal and written, body language, information communication technology, communication as a two-way process and appropriate to the ‘audience’. Individual SWOT analysis reviewing individual communication skills followed by whole group discussion to share findings and consider ways in which skills could be improved.
Whole-group discussion to review individual practice in communicating with other learning professionals to meet student needs and encourage progression from experiences through teaching practice.
Learning outcome 3
Individual mini-presentations drawing from learner experiences through teaching practice to identify the technology used in specific contexts along with the benefits and limitations of using technology in learning and teaching. There should be opportunities for questions and answers following each presentation, along with examples to share with the group. This could be followed by a display of technology used by the group members with an opportunity for informal show and tell with discussions between interested parties to explore possibilities for adapting to different contexts. It is recommended that this be done as an informal activity as learners may find different types of technology interesting or relevant.
70 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcomes 1, 2, 4 and 5
Teaching practice activities: As part of schemes of work and a minimum of three observed sessions, learners:
create a purposeful, inclusive learning and teaching environment
use learning and teaching activities to meet curriculum requirements
provide opportunities for students to practise their literacy, language, numeracy and ICT skills
use communication methods and media to meet the needs of all students
communicate with other learning professionals to meet student needs and encourage progression
apply minimum core elements in delivering lifelong learning
reflect on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of all students.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
For an integrated approach, assessment for this unit should be carried out alongside Unit 2: Assessing Learners in Lifelong Learning (Level 3), Unit 11: Planning to Meet the Needs of Learners (Level 3) and Unit 22: Using Resources for Lifelong Learning (Level 3). Tutors could also build on the assessment for Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3), or appropriate Learning and Development alternatives.
As this unit relates specifically to the delivery of learning and teaching at both Level 3 and Level 4 the assessment criteria should be based on evidence from teaching practice to possibly include examples from:
the teaching practice portfolio to cover the requirements of a minimum of 30 hours of teaching practice, scheme of work and a minimum of three observed sessions –complete with examples of resources, assessment and minimum core materials
feedback records, including tutor observation reports, records of professional discussion, peer feedback forms and student feedback
Personal Learning Log, or reflective journal, to record personal observations and learning.
Additional portfolio documentation can include:
key documentation, eg organisation, awarding organisation, vocational body
curriculum or course documentation
course handbook
witness statements when not part of the teaching observation requirements.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 71
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment activities
Below are suggested outline assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres adapt the Edexcel assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence.
At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.
Assessment criteria 1.1, 1.2, 2.1 and 4.2
Learners create a purposeful, inclusive learning and teaching environment, in which they deliver three sessions, which are observed.
Observation reports are collated and address and reflect achievement in creating a purposeful, inclusive learning and teaching environment.
Learners demonstrate the use of appropriate learning and teaching activities, using technology, communication methods and media to apply minimum core elements, meet curriculum requirements and develop the skills of students.
Assessment evidence
Session plans, teaching portfolios, scheme of work, assessment records and observation report.
Assessment criteria 1.3, 4.1 and 5.1
Learners evaluate each of the three observed sessions. The evaluation should reflect on the effectiveness of their use of inclusive learning and teaching approaches in meeting the needs of students. Learners should include how minimum core elements have been demonstrated in their delivery and detail how they provided for students to practise literacy, language, numeracy and ICT skills.
Assessment evidence
Session evaluations, sample activities or resources and individual learning review.
Assessment criteria 2.2 and 5.3
Learners provide evidence of communication with other learning professionals to meet specific student needs and to encourage progression.
Learners provide a statement on how their communication skills could be improved and ways this could be achieved.
Assessment evidence
Observation report, professional discussion, witness statement and personal learning log.
72 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 3.1, 3.2 and 5.2
Learners explain different ways to use technology to enhance delivery of learning.
Learners use technology to adapt learning or teaching resources and include examples of two different types.
In their learning record, learners review the benefits and limitations of uses of technology.
Learners identify ways to improve their own practice.
Assessment evidence
Professional discussion, professional development review form, personal learning log and witness statements.
Indicative resource materials
Textbooks
Gravells A and Simpson S — Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 73
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 5: Delivering Lifelong Learning
Unit reference number: T/503/4908
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their own delivery practice. It provides the learner with understanding of how technology can enhance learning and teaching and covers expectations in relation to the minimum core in delivering inclusive learning and teaching.
This unit provides the opportunity to implement the work carried out for Unit 12: Planning to Meet the Needs of Learners (Level 4). Learners can use the previously devised scheme of work and associated session plans to create a purposeful and inclusive learning and teaching environment. This unit is largely practical and learning outcomes are assessed through teaching practice, and through an evaluation of that practice.
Learners will need to demonstrate ways in which their own practice reflects the range of skills, knowledge and understanding associated with an inclusive approach to learning and teaching. Learners must demonstrate their understanding of what is required to create a purposeful learning and teaching environment that meets the needs of all students as well as the internal processes and external requirements associated with their subject and context. This includes providing opportunities to address the minimum core.
Learners will have the opportunity to demonstrate and review ways to improve their communication skills and give their students opportunities to address aspects of the minimum core. In addition, this unit enables learners to explore the use, benefits and limitations of technology as a medium to enhance learning and teaching.
All aspects of learning and teaching can be treated holistically by linking this unit to Unit 3: Assessing Learners in Lifelong Learning (Level 4, Unit 12: Planning to Meet the Needs of Learners (Level 4) and Unit 23: Using Resources for Lifelong Learning (Level 4) as well as reviewing learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
74 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment requirements The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context–either with groups, individuals or a combination of both. Observations of learners’ practice can be formative and summative.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 7
5
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Cre
ate
a purp
ose
ful, incl
usi
ve
lear
nin
g a
nd t
each
ing
envi
ronm
ent
□
Purp
ose
ful, e
g s
truct
ure
d,
addre
ssin
g n
eeds
of
curr
iculu
m,
linke
d t
o s
tuden
t nee
ds,
cle
ar a
nd s
har
ed g
oal
s, t
ime
man
aged
, ef
fect
ive
gro
up m
anag
emen
t, t
arget
ed.
□
Incl
usi
ve,
eg a
ddre
ssin
g indiv
idual
stu
den
t nee
ds,
engag
ing
studen
ts,
range
of
lear
nin
g s
tyle
s, s
mal
l an
d w
hole
gro
up
work
, va
riet
y of
reso
urc
es,
range
of
support
, st
uden
t ce
ntr
ed,
pro
moting p
osi
tive
att
itudes
to o
ther
s.
1.2
D
emonst
rate
an incl
usi
ve
appro
ach t
o t
each
ing a
nd
lear
nin
g in a
ccord
ance
with
inte
rnal
pro
cess
es a
nd e
xter
nal
re
quirem
ents
□
Curr
iculu
m r
equirem
ents
, eg
subje
ct-s
pec
ific
know
ledge,
su
bje
ct-s
pec
ific
ski
lls,
work
-bas
ed lea
rnin
g,
asse
ssm
ent
nee
ds,
tim
esca
les
for
achie
vem
ent,
dev
elopm
ent
and
pro
gre
ssio
n.
□
Lear
nin
g a
ctiv
itie
s, e
g 1
:1,
pra
ctic
al a
ctiv
ity,
work
pla
ce,
pro
ject
work
, in
div
idual
and g
roup a
sses
smen
ts,
pre
senta
tions,
ble
nded
or
flex
ible
lea
rnin
g,
onlin
e
□
Tea
chin
g a
ctiv
itie
s, e
g lec
ture
s, s
emin
ars,
dem
onst
rations,
w
ork
shops,
exp
erim
ents
, fiel
d w
ork
, ca
se s
tudie
s, r
esourc
e-bas
ed lea
rnin
g,
tuto
r-le
d d
iscu
ssio
n,
intr
anet
.
1
Be
able
to u
se
incl
usi
ve lea
rnin
g
and t
each
ing
appro
aches
in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
1.3
Pr
ovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e, n
um
erac
y an
d I
CT s
kills
□
Lite
racy
, la
nguag
e, n
um
erac
y, I
CT,
eg d
ebat
e, r
esea
rch,
spoke
n a
nd w
ritt
en lan
guag
e ap
pro
priat
e to
stu
den
ts a
nd
subje
ct,
dis
abili
ty a
war
enes
s, r
ole
pla
y, d
iscu
ssio
n,
pra
ctic
al
activi
ties
, pee
r te
achin
g,
rese
arch
, dat
a co
llect
ion a
nd
inte
rpre
tation,
pre
senta
tion,
exper
imen
tation,
onlin
e le
arnin
g,
work
-bas
ed lea
rnin
g.
76
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
emonst
rate
com
munic
atio
n
met
hods
and m
edia
to m
eet
the
nee
ds
of
all le
arner
s
□
Met
hods,
eg m
ixed
med
ia in p
rese
nta
tion,
varied
tone
and
pac
e in
lec
ture
, ap
pro
priat
e tim
ing a
nd d
ura
tion,
two-w
ay,
liste
nin
g,
resp
ondin
g t
o s
tuden
ts,
open
and c
lose
d
ques
tionin
g,
sum
mar
isin
g,
non-v
erbal
, in
volv
ing s
tuden
ts.
□
Med
ia,
eg w
ritt
en m
ater
ials
, use
of
imag
es,
mix
ed m
edia
, qual
ity
of
mat
eria
ls,
rele
vance
to lea
rnin
g,
impac
t,
rele
vance
, ove
rhea
d t
ransp
aren
cies
, Po
wer
Poin
t, I
CT,
VLE
(v
irtu
al lea
rnin
g e
nvi
ronm
ent)
, au
dio
and v
isual
aid
s.
2
Be
able
to
com
munic
ate
with
lear
ner
s an
d o
ther
le
arnin
g
pro
fess
ional
s to
en
coura
ge
lear
nin
g
2.2
Com
munic
ate
with o
ther
le
arnin
g p
rofe
ssio
nal
s to
mee
t le
arner
nee
ds
and e
nco
ura
ge
pro
gre
ssio
n
□
To m
eet
studen
t nee
ds,
eg n
egotiat
ing w
ith c
olle
agues
on
beh
alf
of
studen
ts,
spec
ialis
t su
pport
pro
vider
s,
cours
e/pro
gra
mm
e te
am,
contr
ibuting t
o p
rogra
mm
e re
view
or
qual
ity
assu
rance
, ex
tern
al s
tandar
dis
atio
n,
emplo
yer.
□
Enco
ura
gin
g p
rogre
ssio
n,
eg iden
tify
ing s
tuden
t options,
co
mm
unic
atin
g w
ith p
aren
ts,
emplo
yers
, w
ork
pla
cem
ents
, em
plo
ymen
t ag
enci
es,
pote
ntial
appre
ntice
ship
pro
vider
, fu
rther
educa
tion o
r sp
ecia
list
pro
vider
s, h
igher
educa
tion
pro
vider
s.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 7
7
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Anal
yse
way
s to
use
tec
hnolo
gy
to e
nhan
ce lea
rnin
g a
nd
teac
hin
g
□
Enhan
cing lea
rnin
g,
eg c
om
pute
r-ai
ded
lea
rnin
g,
soft
war
e,
flex
ible
and b
lended
lea
rnin
g,
rese
arch
ing,
pro
duci
ng
assi
gnm
ents
, diffe
rentiat
ion,
studen
t-ce
ntr
ed,
pro
moting
studen
t re
sponsi
bili
ty.
□
Enhan
cing t
each
ing,
eg g
lobal
isat
ion t
hro
ugh a
cces
s to
the
world w
ide
web
, vi
sual
, va
ryin
g a
ppro
aches
, in
tera
ctiv
e w
hiteb
oar
d,
pro
mpting d
iscu
ssio
n o
r deb
ate,
curr
ent
and
imm
edia
te a
cces
s to
info
rmat
ion,
mat
eria
ls o
nlin
e, intr
anet
to
bac
k up s
essi
on.
3
Under
stan
d h
ow
te
chnolo
gy
can
enhan
ce lea
rnin
g
and t
each
ing
3.2
Rev
iew
the
ben
efits
and
limitat
ions
of
usi
ng t
echnolo
gy
in
lear
nin
g a
nd t
each
ing
□
Ben
efits,
eg indiv
idual
ised
lea
rnin
g,
mat
eria
ls o
nlin
e,
support
s le
arnin
g,
reduce
s nee
d f
or
pap
er-b
ased
res
ourc
es,
support
s th
ose
work
ing indep
enden
tly,
pro
mote
s ‘join
ed-u
p’
lear
nin
g,
curr
ent,
wea
lth o
f re
sourc
es,
adap
table
, re
al.
□
Lim
itat
ions,
eg a
vaila
bili
ty o
f in
tran
et,
acce
ss t
o a
ppro
priat
e te
chnolo
gy,
set
-up c
ost
, tim
e an
d e
ffort
to k
eep u
p t
o d
ate
with c
han
ges
in t
echnolo
gy,
ove
ruse
, nee
d f
or
appro
priat
e sk
ills
for
use
, co
st o
f m
ainta
inin
g c
urr
ent
tech
nolo
gy,
fit f
or
purp
ose
, hea
lth a
nd s
afet
y im
plic
atio
ns.
78
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Rev
iew
way
s in
whic
h e
lem
ents
of
the
min
imum
core
can
be
dem
onst
rate
d in d
eliv
erin
g
lifel
ong lea
rnin
g
□
Lite
racy
, eg
whiteb
oar
d/a
ctiv
e boar
d,
direc
ted r
eadin
g,
han
douts
, pre
senta
tions,
inst
ruct
ions,
man
ual
s, w
ritt
en
task
s, t
ests
.
□
Languag
e, e
g u
sing s
poke
n E
nglis
h e
ffec
tive
ly,
fit
for
audie
nce
in p
rese
nta
tions,
gro
up w
ork
, dis
cuss
ion,
ques
tionin
g.
□
Num
erac
y, e
g m
easu
rem
ent,
cal
cula
tion,
mak
ing s
ense
of
dat
a, u
sing n
um
ber
ski
lls a
nd c
onte
nt,
gat
her
ing a
nd
anal
ysin
g d
ata.
□
ICT,
eg r
ecognis
ing t
ypes
fit for
purp
ose
, usi
ng I
CT s
yste
ms
such
as
e-le
arnin
g a
nd e
-ass
essm
ent,
pre
senta
tion,
rese
arch
, ble
nded
lea
rnin
g.
4
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
del
iver
ing lifel
ong
lear
nin
g
4.2
Apply
min
imum
core
ele
men
ts in
del
iver
ing lifel
ong lea
rnin
g
□
Lite
racy
, eg
rea
din
g,
rese
arch
, note
-tak
ing,
writt
en
assi
gnm
ents
, pro
ject
s, t
ests
, re
port
s.
□
Languag
e, e
g q
ues
tion a
nd a
nsw
er,
pai
r w
ork
, pee
r te
achin
g,
smal
l gro
up w
ork
, gro
up d
iscu
ssio
n,
studen
t pre
senta
tions,
work
-bas
ed a
sses
smen
t.
□
Num
erac
y, e
g m
easu
rem
ent,
pro
port
ions,
num
ber
ing,
scal
e, c
alcu
lation,
dat
a re
sear
ch,
colle
ctin
g a
nd p
rese
nting
dat
a.
□
ICT,
eg w
ord
pro
cess
ing,
use
of
imag
es,
dat
a pro
cess
ing,
rese
arch
ing o
nlin
e, d
evel
opin
g a
nd p
rese
nting info
rmat
ion,
e-le
arnin
g o
r ble
nded
lea
rnin
g,
use
of
intr
anet
to s
upport
le
arnin
g.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 7
9
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n
use
of
incl
usi
ve lea
rnin
g a
nd
teac
hin
g a
ppro
aches
in m
eeting
the
nee
ds
of
all le
arner
s
□
Lear
nin
g,
eg m
easu
re o
f st
uden
ts’ su
cces
s, r
ecord
of
achie
vem
ent,
val
ue-
added
, fe
edbac
k fr
om
stu
den
ts,
studen
t en
gag
emen
t, s
tim
ula
ting lea
rnin
g,
indep
enden
t le
arnin
g.
□
Tea
chin
g,
eg a
chie
vem
ent
of pla
nned
ses
sion o
bje
ctiv
es,
varied
appro
aches
, gro
up m
anag
emen
t, m
otiva
tion o
f st
uden
ts,
appro
priat
e le
vel of
reso
urc
es,
achie
vem
ent
of
asse
ssm
ent
targ
ets,
sel
f-as
sess
men
t re
port
, obse
rvat
ion
report
s, f
eedbac
k fr
om
oth
er p
rofe
ssio
nal
s.
5.2
Anal
yse
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng lea
rnin
g a
nd
teac
hin
g a
ppro
aches
to m
eet
the
nee
ds
of
all le
arner
s
□
Lear
nin
g,
appro
aches
eg r
esea
rchin
g lea
rnin
g s
tyle
s, s
pec
ial
nee
ds
trai
nin
g,
explo
ring n
ew m
odes
of
del
iver
y an
d
asse
ssm
ent,
var
ying lea
rnin
g a
ppro
aches
, sh
adow
ing
exper
ience
d p
ract
itio
ner
, use
of
gro
up w
ork
or
pee
r te
achin
g.
□
Tea
chin
g a
ppro
aches
, eg
shad
ow
ing o
ther
pro
fess
ional
s,
updat
ing s
ubje
ct k
now
ledge,
tec
hnic
al e
xper
tise
, re
sear
chin
g m
odific
atio
ns
to lea
rnin
g p
rogra
mm
es a
nd
support
mat
eria
ls,
awar
din
g o
rgan
isat
ion t
rain
ing e
vents
, in
tran
et,
ble
nded
lea
rnin
g.
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
5.3
Rev
iew
way
s in
whic
h o
wn
com
munic
atio
n s
kills
could
be
impro
ved
□
Appro
aches
, eg
SW
OT a
nal
ysis
, co
mpar
ing o
wn s
kills
lev
el
to t
hat
of
studen
ts,
addre
ssin
g c
om
munic
atio
ns
gap
, id
entify
ing o
wn n
eeds,
act
ion p
lan,
read
ing a
nd r
esea
rchin
g
to s
tren
gth
en liter
acy,
dis
cuss
ion w
ith lin
e m
anag
er o
r m
ento
r, w
ork
ing w
ith s
pec
ialis
t, u
pdat
ing lan
guag
e or
liter
acy
skill
s, o
nlin
e te
stin
g,
rese
arch
ing s
trat
egie
s, w
ork
sh
adow
ing,
contr
ibuting t
o t
eam
rev
iew
s, u
se o
f vi
sual
im
agin
g,
revi
ewin
g a
nd a
ddre
ssin
g iss
ues
of
non-v
erbal
la
nguag
e.
80 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
To enable holistic delivery this unit provides opportunities to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), or appropriate alternative Learning and Development units, such as Unit 8: Facilitate Learning and Development for Individuals (Level 3), or Unit 10: Manage Learning and Development in Groups (Level 4). Whilst the practical element of this unit is identical at Level 3 and Level 4, learners at Level 4 need to explain their choices in delivery, and to review and analyse their practice. This unit therefore requires a greater level of underpinning knowledge. Learners have the opportunity to explore the need for inclusive approaches to delivery and develop independent strategies if required to do so.
In order to avoid over-teaching and over-assessment, delivery of this unit should build on what has been achieved in the micro-teaching session. At Level 4, it is important to focus more on the individual practice in delivering learning and teaching. For this reason, this unit should naturally follow on from the other units in this qualification, towards the end of the programme, when learners are able to contribute more from their own experiences. This unit should focus on being able to appreciate the effectiveness of the scheme of work and session plans produced for the planning unit.
Learners need opportunities to demonstrate and develop their understanding of the underpinning theory and knowledge for learning and teaching. The requirement for teaching practice means all learners have the opportunity to provide their own case studies and mini-presentations based on their own practice and context. They should then be able to compare their approaches with those of other members of the group. Delivering learning to peers allows learners to try different approaches in a safe environment. It also enables greater flexibility in delivery. This can contribute significantly to building individual self-confidence and encourages learners to share experiences and consider a more interactive approach in the delivery of their own sessions.
The communications aspect of this unit is suited to tutor delivery. Learners need to understand the significance of their own use of communications when delivering their sessions. This is crucial in helping learners identify ways to improve their own communication skills and address requirements for minimum core language and literacy.
In contrast, the use of technology in delivering learning and teaching might most effectively be drawn from learners’ own activities. Learners often understand the nature of the specific technology required for the delivery of their subject and are usually up to date with developments in technology relevant to their own context.
As this unit relates to the delivery of learning and teaching, it is possible to involve learners in negotiating delivery methods and approaches to suit their needs and contexts. In this way, learners actively engage in creating their own purposeful, inclusive learning and teaching environment. It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher and identify opportunities for improvement of their delivery of learning and teaching.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 81
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning activities
These learning activities have been included in this unit as guidance for use with the suggested assessment activities. This demonstrates one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor led discussions and presentations, whole group discussion, individual learner presentations and teaching practice. Tutors need to link their planning for this unit to all other units in order to ensure an integrated or holistic approach.
Introduction to unit
Time should be given to discussion of the learning and assessment activities along with the links between the units, the use of teaching practice as a part of their own learning process and overlapping evidence from the workplace.
Learning outcomes 1 and 4
Tutor-led discussion on what makes an inclusive learning environment. Tutor should steer the discussion from the generic to the specific.
‘Show and Tell’ activity in small groups, comparing the design of session plans using one example taken from teaching practice (possibly based on suggested planning format using Kolb’s activity, reflection, research, planning and Bloom’s knowledge, attitude, skill where appropriate). Links discussed to specific curriculum, environment and student needs.
Tutor-led discussion on the feedback findings, including ways in which requirements for the minimum core can be incorporated into the delivery of learning and teaching in order to use naturally occurring opportunities for developing skills in language, literacy, numeracy and ICT. A tutor summary could then focus particularly on approaches to effective group management and different approaches to engage students.
Learning outcome 1
Individual, pre-prepared mini-presentations, based on evaluation of own practice in delivering one of the prepared session plans. Each learner reviews their choice of learning and teaching activities and research in relation to their curriculum requirements (including assessment and minimum core) and the needs of their own students. Presentations should be followed by whole group discussion on issues of inclusion and specific problems encountered in practice. This could be done in conjunction with a tutor presentation, summarising learning in order to improve practice.
This should be used as an opportunity for 1:1 tutorials to follow the presentations to check progress on portfolio building, to update records of observations and teaching practice hours and to update action planning.
Learning outcomes 2 and 5
Tutor presentation to cover the basic principles of effective communication, including verbal and written, body language, information communication technology, communication as a two-way process and appropriate to the ‘audience’. Individual SWOT analysis, reviewing individual communication skills followed by whole group discussion to share findings and consider ways in which skills could be improved.
Whole-group discussion, to review individual practice in communicating with other learning professionals to meet student needs and encourage progression from experiences through teaching practice..
82 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 3
Individual learner mini-presentations drawing from learner experiences through teaching practice to identify the technology used in specific contexts along with the benefits and limitations of using technology in learning and teaching. There should be opportunities for Q&A following each presentation, along with examples to share with the group. This could be followed by a display of technology used by the group members with an opportunity for informal ‘show and tell’ with discussions between interested parties to explore possibilities for adapting to different contexts. It is recommended that this be done as an informal activity as learners may find different types of technology interesting or relevant.
Learning outcomes 1, 2, 4 and 5
Teaching practice activities: As part of schemes of work and a minimum of three observed sessions, learners should:
create a purposeful, inclusive learning and teaching environment
use learning and teaching activities to meet curriculum requirements
provide opportunities for students to practise their literacy, language, numeracy and ICT skills
use communication methods and media to meet the needs of all students
communicate with other learning professionals to meet student needs and encourage progression
apply minimum core elements in delivering lifelong learning
reflect on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of all students.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Assessment for this unit should be approached in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 12: Planning to Meet the Needs of Learners (Level 4), Unit 23: Using Resources for Lifelong Learning (Level 4) and This integrated approach builds on the assessment for Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
This unit relates specifically to the delivery of learning and teaching and the assessment criteria should be based on evidence from teaching practice. Examples of evidence may come from:
the teaching practice portfolio to cover the requirements of a minimum of 30 hours of teaching practice, scheme of work and a minimum of three observed sessions–complete with examples of resources, assessment and minimum core materials
feedback records, including tutor observation reports, record of professional discussion, peer feedback forms and student feedback
personal learning log, or reflective journal, to record personal observations and learning
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 83
– Issue 1 – August 2012 © Pearson Education Limited 2012
research and development of understanding through detailed analysis in extended written assignments–referenced in keeping with Level 4 requirements.
Additional portfolio documentation can include:
key documentation, eg organisation, awarding organisation, vocational body
curriculum or course documentation
course handbook
witness statements when not part of the teaching observation requirements.
It is important that opportunities are provided for learners to demonstrate evidence at the appropriate level. As with all the other units in this qualification, at both Level 3 and Level 4, the practical elements are identical and the assessment of them is common to both. The distinction between the levels should become apparent in the extended writing.
At Level 4, more evidence is required of individual research and extended writing whilst the assignment should be less prescriptive than that at Level 3. Level 4 learners should be given a greater challenge in the assessment, being required to draw evidence from a variety of sources and provide clear links between practice and theory, including reference to underpinning knowledge.
Assessment activities
Below are some suggested outline assessment activities for Level 4. These are for guidance only and it is recommended that centres adapt the Edexcel assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence especially in meeting the requirements at Level 4.
Assessment criteria 1.1, 1.2, 2.1 and 4.2
Learners create a purposeful, inclusive learning and teaching environment, in which they deliver three sessions that are observed.
Observation reports are collated which address and reflect achievement in creating a purposeful, inclusive learning and teaching environment.
Learners demonstrate the use of appropriate learning and teaching activities, using technology, communication methods and media to apply minimum core elements, meet curriculum requirements and develop the skills of students.
Assessment evidence
Session plans, teaching portfolios, scheme of work, assessment records and observation report.
Assessment criteria 1.3, 4.1 and 5.1
Learners evaluate each of the three observed sessions, reflecting on the effectiveness of their own use of inclusive learning and teaching approaches in meeting the needs of students. Learners give at least two examples of how the minimum core has been demonstrated in their delivery and detail how they provided for students to practise literacy, language, numeracy and ICT skills.
Assessment evidence
Session evaluations, sample activities or resources and individual learning review.
84 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 2.2 and 5.3
Learners provide evidence of communication with other learning professionals to meet specific student needs and to encourage progression.
Learners provide a statement on how their communication skills could be improved and ways this could be achieved.
Assessment evidence
Observation report, professional discussion, witness statement and personal learning log.
Assessment criteria 3.1, 3.2 and 5.2
Learners analyse different ways to use technology to enhance delivery of learning.
Learners review (possibly as part of their learning record) the benefits and limitations of using technology in the learning, using examples to illustrate points.
As part of their learning record, learners analyse ways to improve their own practice in using approaches to meet the needs of their students.
Assessment evidence
Assignment, sample resources and case studies.
Indicative resource materials
Textbooks
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 85
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 6: Develop and Prepare Resources for Learning and Development
Unit reference number: A/502/9547
QCF level: 4
Unit type: Competence
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess competence in developing and preparing resources to support learning and development. ‘Develop’ covers preparing and producing resources ‘from scratch’ as well as adapting existing resources to meet the needs of learners. ‘Resources’ also cover the preparation of the learning environment, learning materials and equipment used to support learning. Examples of resources include: technical equipment, IT-based learning, handouts, workbooks and visits to places of interest.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcome 2 must come from performance in the work environment. Simulations, projects or assignments are not allowed.
This unit requires performance evidence of the practitioner working with real learners/staff/customers in a real organisational context.
Primary assessment methods must include: observation of performance in a work environment; and examining products of work.
Supplementary evidence may be gathered by: questioning, discussion use of others (witness testimony) and looking at practitioner statements.
There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
This unit is assessed in the workplace. Practice should be in the appropriate context – either with groups of learners or with individual learners. Simulation is not acceptable.
86
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
princi
ple
s under
pin
nin
g
reso
urc
e se
lect
ion f
or
lear
nin
g
and d
evel
opm
ent
□
Prin
ciple
s, e
g c
ost
, co
vera
ge
of
lear
nin
g n
eeds,
eg
dev
elopin
g s
kills
, kn
ow
ledge
and u
nder
stan
din
g,
attitu
de
chan
ge,
purp
ose
ful, u
p t
o d
ate,
adap
tation r
equired
, st
imula
ting,
impac
t eg
max
imis
ing a
ctio
n a
nd inte
ract
ion,
suitab
ility
for
indiv
idual
(s),
appro
priat
e la
nguag
e an
d
imag
ery,
pro
visi
on o
f ch
oic
e, c
ontr
ibute
s to
war
ds
achie
vem
ent.
1.2
Anal
yse
fact
ors
that
are
im
port
ant
when
dev
elopin
g a
nd
pre
par
ing r
esourc
es t
hat
co
nfo
rm t
o n
atio
nal
leg
isla
tion
and o
rgan
isat
ional
polic
ies
□
Res
ourc
es,
eg t
ime
avai
lable
, co
st o
f dev
elopm
ent,
ex
per
tise
ava
ilable
, m
eeting s
tuden
t re
quirem
ents
, co
ntr
ibution t
ow
ards
lear
nin
g o
bje
ctiv
es,
reflec
ting t
he
real
w
ork
conte
xt,
suitab
ility
for
indiv
idual
use
or
gro
up s
ize,
re
strict
ions
on u
se,
curr
ency
, co
pyr
ight,
val
idity
of
inte
rnet
in
form
atio
n a
nd r
esourc
es,
mee
ting leg
al r
equirem
ents
for
equal
ity,
div
ersi
ty a
nd n
on-d
iscr
imin
atory
pra
ctic
e.
1
Under
stan
d
princi
ple
s under
pin
nin
g
dev
elopm
ent
and
pre
par
atio
n o
f re
sourc
es f
or
lear
nin
g a
nd
dev
elopm
ent
1.3
Eva
luat
e th
e co
ntr
ibution o
f te
chnolo
gy
to t
he
dev
elopm
ent
of
lear
nin
g a
nd d
evel
opm
ent
reso
urc
es
□
Contr
ibution t
o r
esourc
e dev
elopm
ent,
eg e
ase
of
adap
tabili
ty a
nd c
ust
om
isat
ion,
range
of
pre
senta
tion
options,
virtu
al lea
rnin
g e
nvi
ronm
ent,
use
for
indiv
idual
re
sear
ch,
e-le
arnin
g,
flex
ible
or
ble
nded
lea
rnin
g.
□
Inte
gra
tion o
f m
ater
ials
, eg
tex
t, a
udio
, gra
phic
s,
anim
atio
n,
video
clip
s; o
nlin
e as
sess
men
t, e
g s
elf-
asse
ssm
ent,
pro
gre
ss t
rack
ing s
yste
m;
impro
ving
acce
ssib
ility
eg lea
rnin
g o
n d
eman
d,
support
ing a
cces
s fo
r st
uden
ts w
ith d
isab
ilities
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 8
7
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2
Be
able
to d
evel
op
reso
urc
es t
o m
eet
lear
nin
g a
nd
dev
elopm
ent
nee
ds
2.1
Agre
e nee
ds
of
lear
ner
s fo
r w
hom
res
ourc
es a
re b
eing
dev
eloped
□
Del
iver
y of
reso
urc
es in w
ays
that
mee
t re
leva
nt
nee
ds,
eg
indiv
idual
, gro
up w
ork
, tu
tor
pre
senta
tion,
studen
t ow
ned
, m
eeting s
tuden
t dis
abili
ty r
equirem
ents
.
□
Purp
ose
, eg
spec
ific
lea
rnin
g n
eeds,
conte
nt,
lan
guag
e,
imag
es;
conte
xt e
g w
ork
pla
ce,
teac
hin
g,
rese
arch
, fiel
dw
ork
; ty
pe
eg e
quip
men
t, t
ools
, m
odel
s, m
ater
ials
, pap
er b
ased
, te
chnolo
gy
bas
ed,
virt
ual
lea
rnin
g
envi
ronm
ent,
com
pute
rs.
□
Var
iety
req
uirem
ents
, eg
pac
e, indiv
idual
and g
roup
activi
ty,
bal
ance
of
theo
ry a
nd p
ract
ice,
pro
moting a
ctiv
e in
volv
emen
t, s
elf-
asse
ssm
ent,
fee
dbac
k, o
pport
unitie
s to
ap
ply
to r
eal w
ork
situat
ions,
acc
om
modat
ing n
eeds
eg
diffe
rentiat
ion,
lear
nin
g s
tyle
pre
fere
nce
s, f
urt
her
rea
din
g.
□
Const
rain
ts,
eg b
udget
, tim
e, b
read
th o
f ex
per
tise
, eq
uip
men
t av
aila
bili
ty,
suitab
ility
for
trai
nin
g f
acili
ty;
agre
emen
t w
ith e
g H
R,
man
ager
s, o
ther
per
sonnel
, st
uden
t.
88
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
Pr
epar
e re
sourc
es f
or
the
del
iver
y of
lear
nin
g a
nd
dev
elopm
ent,
ensu
ring
legis
lative
and o
rgan
isat
ional
hea
lth,
safe
ty,
wel
fare
, eq
ual
ity
and incl
usi
on r
equirem
ents
are
m
et
□
Legis
lative
and o
rgan
isat
ional
req
uirem
ents
, eg
saf
ety,
in
form
atio
n s
ensi
tivi
ty a
nd c
onfiden
tial
ity,
equal
ity,
div
ersi
ty,
incl
usi
ve,
acce
ssib
le.
□
Mee
ting s
pec
ific
nee
ds,
eg d
esig
n c
onsi
der
atio
ns
eg c
lear
, si
mple
an
d r
eadab
le info
rmat
ion,
usi
ng c
olo
ur
and g
raphic
s to
add
inte
rest
and c
larity
; hig
hlig
hting info
rmat
ion t
o e
mphas
ise
key
feat
ure
s, t
echnolo
gy
adju
stm
ent,
use
of
acce
ssib
ility
options
in
soft
war
e, p
repar
ing lar
ge
mat
eria
ls,
bac
kgro
und a
nd p
rint
colo
ur
adju
stm
ents
to im
pro
ve r
eadab
ility
.
□
Cust
om
isin
g r
esourc
es,
eg t
o g
roup s
ize,
hig
hlig
hting d
iffe
rent
aspec
ts,
use
of
fam
iliar
ter
min
olo
gy
and s
ituat
ions,
spec
ific
cas
e st
udy,
per
sonal
isin
g s
imula
tion,
role
pla
y or
in-t
ray
exer
cise
, m
odifyi
ng a
gam
e to
spec
ific
lea
rnin
g n
eeds.
2.3
Pl
an a
dap
tations
to a
nd u
se o
f te
chnolo
gy
within
res
ourc
es t
o
mee
t le
arnin
g a
nd d
evel
opm
ent
nee
ds
□
Tec
hnolo
gy
use
and a
dap
tations,
eg o
nlin
e te
achin
g r
esourc
es,
dev
elopin
g loca
l in
tran
et o
r vi
rtual
lea
rnin
g e
nvi
ronm
ent,
in
form
atio
n a
cces
s lim
itat
ion r
equirem
ents
, te
chnolo
gy
acce
ss
and a
dju
stm
ents
req
uired
for
trai
nin
g p
urp
ose
s.
□
Cust
om
isin
g r
esourc
es,
eg inco
rpora
tion o
f org
anis
atio
n
info
rmat
ion,
refe
rence
to a
nd incl
usi
on o
f org
anis
atio
n p
olic
ies,
use
of
fam
iliar
ter
min
olo
gy,
situat
ions,
im
ager
y.
2.4
Pr
epar
e guid
ance
to a
ssis
t th
ose
usi
ng lea
rnin
g a
nd d
evel
opm
ent
reso
urc
es
□
Guid
ance
for
pra
ctitio
ner
s, f
acili
tato
rs,
studen
ts.
□
Guid
ance
, eg
res
ourc
e purp
ose
, use
, ap
pro
xim
ate
tim
e re
quired
, al
tern
ativ
e del
iver
y su
gges
tions,
key
lea
rnin
g p
oin
ts,
lear
nin
g
pro
gre
ss c
hec
k opport
unitie
s, s
ugges
ted a
dap
tations.
2.5
Eva
luat
e th
e su
itab
ility
of
reso
urc
es f
or
lear
nin
g a
nd
dev
elopm
ent
□
Eva
luat
ion,
eg c
ove
rage
of
lear
nin
g r
equirem
ents
, re
sourc
e se
t-up t
ime,
abili
ty t
o m
eet
vary
ing s
tuden
t nee
ds,
fle
xibili
ty in u
se,
variet
y, v
isual
att
ract
iven
ess,
appro
priat
e use
of
imag
ery,
in
clusi
ve,
tim
e re
quired
to c
om
ple
te,
studen
t re
sponse
to
reso
urc
e.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 89
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 7: Facilitate Learning and Development in Groups
Unit reference number: F/502/9548
QCF level: 3
Unit type: Competence
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess a learning and development practitioner’s understanding of group dynamics and facilitating learning and development in groups. Learners are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations or experiential learning.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.
This unit requires learners to undertake practice in a work environment with groups of students.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
90
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
purp
ose
s of
gro
up
lear
nin
g a
nd d
evel
opm
ent
□
Eco
nom
ies,
eg c
ost
, m
ulti-
use
of
lear
nin
g m
ater
ials
, co
mm
on p
rogra
mm
e; s
tuden
t ben
efits
eg c
om
mon
mes
sagin
g,
soci
al inte
ract
ion,
exch
ange
of
idea
s, e
xchan
ge
of
exper
ience
, te
am d
evel
opm
ent,
inte
rper
sonal
re
lationsh
ips
dev
elopm
ent,
pee
r as
sess
men
t an
d p
eer
teac
hin
g,
work
ing w
ith o
ther
s, c
olla
bora
tive
appro
aches
, sh
ared
pro
ble
m s
olv
ing.
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
1.2
Exp
lain
why
del
iver
y of
lear
nin
g
and d
evel
opm
ent
must
ref
lect
gro
up d
ynam
ics
□
Theo
ries
, eg
Tuck
man
’s m
odel
, Bel
bin
’s t
eam
role
s; g
roup
form
atio
n a
nd d
ynam
ics,
eg d
epen
den
ce o
n t
rain
er,
contr
ibution f
requen
cy a
nd p
atte
rn,
gro
up h
iera
rchy,
gro
up
size
, in
clusi
on,
contr
ol, a
ffec
tion,
inte
ract
ion b
etw
een
mem
ber
s, indiv
idual
dom
inan
ce,
shar
ed o
wner
ship
.
□
Impac
t on d
eliv
ery,
eg r
ole
of
the
pra
ctitio
ner
, eg
en
coura
gin
g s
tuden
t par
tici
pat
ion,
support
ing s
tuden
t’s
lear
nin
g,
adju
stin
g g
roup d
ynam
ic,
role
of
the
studen
t, e
g
ow
n p
artici
pat
ion,
support
ing o
ther
s, s
elf
and g
roup
asse
ssm
ent.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 9
1
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Eva
luat
e m
ethods
for
faci
litat
ing
lear
nin
g a
nd d
evel
opm
ent
to
mee
t th
e nee
ds
of
gro
ups
□
Met
hod e
valu
atio
n,
eg s
mal
l or
larg
e gro
up a
ctiv
itie
s,
dis
cuss
ion,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s,
team
work
.
□
Cap
abili
ty t
o m
eet
gro
up n
eeds,
eg g
roup s
ize,
mix
of
skill
s an
d e
xper
ience
, w
illin
gnes
s to
tak
e on n
ew idea
s.
□
Consi
der
atio
ns,
eg c
reat
ing a
posi
tive
lea
rnin
g e
nvi
ronm
ent,
es
tablis
hin
g s
har
ed p
urp
ose
and g
oal
s, c
om
mon
boundar
ies,
val
uin
g o
f m
ember
contr
ibutions.
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fa
cilit
atin
g lea
rnin
g a
nd
dev
elopm
ent
in g
roups
□
Envi
ronm
ent,
eg h
ealth a
nd s
afet
y, r
isk
asse
ssm
ent;
sa
feguar
din
g e
g a
pplic
atio
n o
f le
gis
lation,
org
anis
atio
nal
polic
y.
□
Gro
up c
onte
xt,
eg a
gre
emen
t of
acce
pta
ble
gro
up a
nd
indiv
idual
beh
avio
urs
, posi
tive
use
of
auth
ority
, gro
up
contr
acts
, ac
tion a
gai
nst
dis
crim
inat
ion,
studen
t fo
rum
.
1.5
Exp
lain
how
to o
verc
om
e bar
rier
s to
lea
rnin
g in g
roups
□
Bar
rier
s, e
g p
revi
ous
exper
ience
, sp
ecific
lea
rnin
g n
eeds,
under
pin
nin
g k
now
ledge,
thre
at,
fear
of
chan
ge,
lac
k of
diffe
rentiat
ion,
conflic
t bet
wee
n g
roup m
ember
s, p
hys
ical
en
viro
nm
ent,
acc
ess
nee
ds.
□
Motiva
tion,
eg M
aslo
w’s
Theo
ry o
f Bas
ic N
eeds,
Her
zber
g’s
M
otiva
tional
Theo
ry.
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
within
gro
up lea
rnin
g a
nd
dev
elopm
ent
activi
ties
□
Tec
hniq
ues
, eg
obse
rvat
ion,
contr
ibution t
o g
roup a
ctiv
itie
s,
com
ple
tion o
f ta
sks,
short
tes
t, e
xam
inat
ion,
self-
asse
ssm
ent,
pee
r or
gro
up a
sses
smen
t, indiv
idual
lea
rnin
g
pla
n,
trac
king a
nd loggin
g o
f as
sess
men
t, indiv
idual
rec
ord
of
achie
vem
ent.
92
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.7
Exp
lain
how
to a
dap
t del
iver
y bas
ed o
n f
eedbac
k fr
om
lea
rner
s in
gro
ups
□
Met
hods
to c
aptu
re f
eedbac
k, e
g o
wn o
bse
rvat
ions,
stu
den
t fe
edbac
k, s
essi
on e
valu
atio
ns,
eva
luat
ion o
f ef
fect
on w
ork
per
form
ance
; ad
apta
tion c
onsi
der
atio
ns
eg lea
rnin
g
requirem
ents
, st
uden
t ow
ner
ship
of
chan
ges
, co
st-b
enef
its
anal
ysis
, ex
per
tise
, tim
e, im
ple
men
tation o
f ap
pro
priat
e ch
ange.
2.1
Cla
rify
fac
ilita
tion m
ethods
with
gro
up m
ember
s to
mee
t gro
up
and indiv
idual
lea
rnin
g
obje
ctiv
es
□
Tra
iner
fac
ilita
tion,
eg m
anag
emen
t of
smal
l an
d lar
ge
gro
up a
ctiv
itie
s, d
iscu
ssio
n,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s, s
imula
tions;
tra
iner
role
eg m
anag
ing g
roup
lear
nin
g,
enfo
rcin
g g
roup c
ontr
act,
pro
vidin
g a
ppro
priat
e le
vels
of
support
when
del
iver
ing t
rain
ing,
esta
blis
hin
g a
nd
mai
nta
inin
g p
osi
tive
gro
up inte
ract
ion,
ensu
ring indiv
idual
co
ntr
ibution.
□
Stu
den
t co
ntr
ibutions,
eg c
olla
bora
tive
work
ing,
acce
pting
role
s in
gro
up a
ctiv
itie
s, p
eer
asse
ssm
ent
and t
each
ing,
pee
r m
ento
ring,
gro
up f
oru
m,
posi
tive
fee
dbac
k to
pee
rs.
2
Be
able
to
faci
litat
e le
arnin
g
and d
evel
opm
ent
in g
roups
2.2
Im
ple
men
t le
arnin
g a
nd
dev
elopm
ent
activi
ties
to m
eet
lear
nin
g o
bje
ctiv
es
□
Act
ivitie
s, e
g d
iscu
ssio
n,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s, s
imula
tions.
□
Man
agin
g g
roup lea
rnin
g,
eg e
stab
lishin
g a
nd a
gre
eing
lear
nin
g o
bje
ctiv
es,
enfo
rcin
g g
roup c
ontr
act,
pro
vidin
g
appro
priat
e le
vels
of
support
del
iver
ing t
rain
ing,
esta
blis
hin
g a
nd m
ainta
inin
g p
osi
tive
gro
up inte
ract
ion,
ensu
ring indiv
idual
contr
ibution;
support
ing s
tuden
t co
ntr
ibutions
eg c
olla
bora
tive
work
ing,
acce
pting r
ole
s in
gro
up a
ctiv
itie
s, p
eer
asse
ssm
ent
and t
each
ing,
pee
r m
ento
ring,
gro
up f
oru
m,
posi
tive
fee
dbac
k to
pee
rs.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 9
3
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
M
anag
e risk
s to
gro
up a
nd
indiv
idual
lea
rnin
g a
nd
dev
elopm
ent
□
Envi
ronm
ent,
eg h
ealth a
nd s
afet
y, r
isk
asse
ssm
ent,
ap
pro
priat
e to
gro
up s
ize
and n
eeds.
□
Saf
eguar
din
g,
eg e
qual
ity,
div
ersi
ty a
nd d
iscr
imin
atio
n,
iden
tify
ing a
nd r
espondin
g t
o in
appro
priat
e beh
avio
urs
, ta
king a
ctio
n t
o r
emove
or
min
imis
e im
pac
t, e
mpow
erm
ent
of
studen
ts.
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
new
kn
ow
ledge
and s
kills
in p
ract
ical
co
nte
xts
□
Opport
unitie
s, e
g p
ract
ical
exe
rcis
e, c
ase
studie
s,
sim
ula
tions,
role
pla
y, iden
tify
ing a
pplic
atio
n a
nd t
ransf
er in
real
work
, use
of
reflec
tive
acc
ounts
.
□
Support
req
uired
fro
m o
ther
s, e
g p
ract
itio
ner
, gro
up
mem
ber
s, m
anag
er,
men
tor,
colle
agues
, an
d s
pec
ialis
t.
3
Be
able
to a
ssis
t gro
ups
to a
pply
new
know
ledge
and s
kills
in
pra
ctic
al c
onte
xts
3.2
Pr
ovi
de
feed
bac
k to
im
pro
ve t
he
applic
atio
n o
f le
arnin
g
□
Gro
up,
eg g
roup s
elf-
asse
ssm
ent,
tuto
r fe
edbac
k fr
om
obse
rvat
ion,
const
ruct
ive
feed
bac
k, f
eedbac
k sa
ndw
ich o
r PCP (
pra
ise,
critici
sm,
pra
ise)
, sp
ecific
to t
ask
or
conte
xt,
iden
tify
ing indiv
idual
and g
roup a
chie
vem
ents
, goal
orien
tate
d,
tim
ing,
confirm
atio
n o
f le
arnin
g a
nd n
ext
step
s.
4
Be
able
to a
ssis
t le
arner
s to
ref
lect
on t
hei
r le
arnin
g
and d
evel
opm
ent
under
take
n in
gro
ups
4.1
Support
sel
f-ev
aluat
ion b
y le
arner
s □
Id
entifica
tion o
f opport
unitie
s fo
r st
uden
t se
lf-e
valu
atio
n
□
Stu
den
t se
lf-m
onitoring,
eg s
kills
for
indiv
idual
ref
lect
ive
pra
ctic
e, p
urp
ose
of
reflec
tion,
self-a
sses
smen
t, S
WO
T
anal
ysis
(st
rength
s, w
eakn
esse
s/lim
itat
ions,
opport
unitie
s an
d t
hre
ats)
, per
sonal
nee
ds,
ref
lect
ing o
n p
ract
ice,
tuto
rial
to
support
indiv
idual
ref
lect
ion,
lear
nin
g f
rom
ref
lect
ion,
iden
tify
ing f
urt
her
lea
rnin
g n
eeds.
94
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
Rev
iew
indiv
idual
res
ponse
s to
le
arnin
g a
nd d
evel
opm
ent
in
gro
ups
□
Prac
titioner
role
, eg
lis
tenin
g,
com
munic
atio
n t
one,
conte
nt,
st
uden
t ques
tionin
g,
resp
onse
to s
tuden
t re
ques
ts.
□
Rec
ord
ing,
eg indiv
idual
lea
rnin
g p
lan,
indiv
idual
rec
ord
of
achie
vem
ent,
indiv
idual
and g
roup a
sses
smen
t tr
acki
ng a
nd
loggin
g.
4.3
Ass
ist
lear
ner
s to
iden
tify
thei
r fu
ture
lea
rnin
g a
nd d
evel
opm
ent
nee
ds
□
Rev
iew
of
lear
nin
g,
eg indiv
idual
, gro
up.
□
Act
ion p
lannin
g,
eg f
urt
her
lea
rnin
g r
equirem
ents
, new
le
arnin
g,
opport
unitie
s fo
r le
arnin
g t
ransf
er,
opport
unitie
s fo
r m
aste
ry o
f sk
ills,
support
of
oth
ers
required
eg
pra
ctitio
ner
, lin
e m
anag
er,
men
tor,
colle
agues
, H
R.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 95
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 8: Facilitate Learning and Development for Individuals
Unit reference number: J/502/9549
QCF level: 3
Unit type: Competence
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess the understanding of the learning and development practitioner in how to facilitate learning and development for individuals. The practitioner could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.
This unit requires learners to undertake practice in a work environment with individual students.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. This unit is assessed in the workplace. Simulations are not permitted.
96
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
purp
ose
s of
one-
to-o
ne
lear
nin
g a
nd d
evel
opm
ent
□
Indiv
idual
ised
lea
rnin
g,
eg p
erso
nal
ski
lls m
atrix
to iden
tify
sp
ecific
nee
ds,
spec
ialis
t le
arnin
g,
per
sonal
ised
appro
aches
, sk
ills
enhan
cem
ent,
new
ski
lls,
reco
gnis
ing indiv
idual
ex
per
ience
s an
d n
eeds,
appro
priat
e le
vel an
d c
onte
xt,
empow
erin
g indiv
idual
s, o
wned
tar
get
s an
d g
oal
s, o
ne-
to-
one
action p
lannin
g;
indiv
idual
role
s, e
g c
oac
h,
men
tor,
le
arner
.
1.2
Exp
lain
fac
tors
to b
e co
nsi
der
ed
when
fac
ilita
ting lea
rnin
g a
nd
dev
elopm
ent
to m
eet
indiv
idual
nee
ds
□
Iden
tifica
tion o
f in
div
idual
nee
ds,
eg initia
l as
sess
men
t,
LNA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), r
ecognis
ing
pre
vious
lear
nin
g.
□
Acc
ess,
eg loca
tion,
tim
ing,
reso
urc
e; p
erso
nal
isat
ion o
f le
arnin
g e
g lea
rnin
g s
tyle
s, s
tuden
t m
otiva
tion,
bar
rier
s,
faci
litie
s, e
quip
men
t, lea
rnin
g m
ater
ials
.
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f one-
to-o
ne
lear
nin
g
and d
evel
opm
ent
1.3
Eva
luat
e m
ethods
for
faci
litat
ing
lear
nin
g a
nd d
evel
opm
ent
to
mee
t th
e nee
ds
of
indiv
idual
s
□
Ski
lls d
evel
opm
ent,
eg d
emonst
ration,
coac
hin
g,
dis
cuss
ion,
skill
s pra
ctic
e; im
par
ting k
now
ledge
and u
nder
stan
din
g,
eg
case
stu
dy,
sim
ula
tion,
pro
ject
, e-
lear
nin
g.
□
Chan
gin
g a
ttitudes
, eg
tuto
rial
, dis
cuss
ion,
rese
arch
; lo
cation e
g w
ork
pla
ce,
off
the
job,
onlin
e.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 9
7
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fa
cilit
atin
g o
ne-
to-o
ne
lear
nin
g
and d
evel
opm
ent
□
Typ
es o
f risk
, eg
phys
ical
, ch
emic
al,
bio
logic
al;
trai
ner
m
anag
emen
t eg
ris
k as
sess
men
t, e
nfo
rcem
ent
of
hea
lth
and s
afet
y, r
isk
man
agem
ent,
saf
eguar
din
g.
□
Iden
tify
ing s
ourc
es o
f pote
ntial
str
ess,
eg p
hys
ical
, em
otional
, ag
reem
ent
of
acce
pta
ble
beh
avio
ur
with
studen
ts,
posi
tive
use
of
auth
ority
.
1.5
Exp
lain
how
to o
verc
om
e in
div
idual
bar
rier
s to
lea
rnin
g
□
Man
agin
g s
trat
egie
s, e
g r
espec
t an
d v
aluin
g indiv
idual
, posi
tive
fee
dbac
k, g
uid
ance
and s
upport
, st
uden
t ow
ner
ship
, beh
avio
ur
agre
emen
t, s
tuden
t in
volv
emen
t an
d
choic
e, s
tuden
t ro
le in t
hei
r ow
n lea
rnin
g,
choic
e of
lear
nin
g
appro
aches
and r
esourc
es t
o m
eet
studen
t nee
ds,
lea
rnin
g
to lea
rn s
kill
dev
elopm
ent.
□
Motiva
tional
theo
ries
, eg
Mas
low
’s T
heo
ry o
f Bas
ic N
eeds,
H
erzb
erg’s
Motiva
tional
Theo
ry.
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
□
Form
ativ
e te
chniq
ues
, eg
obse
rvat
ion o
f per
form
ance
, co
mple
tion o
f ta
sks,
sel
f-as
sess
men
t, p
ract
itio
ner
ques
tionin
g,
short
tes
t, a
chie
vem
ent
of
lear
nin
g
requirem
ents
, ac
cred
itat
ion a
chie
vem
ent.
□
Ass
essm
ent,
eg initia
l, inte
rim
, su
mm
ativ
e; p
ract
itio
ner
in
terv
entions
eg r
ecognitio
n o
f pro
gre
ss,
reco
rdin
g,
rect
ific
atio
n o
f er
rors
, st
imula
ting n
ew c
onsi
der
atio
ns.
1.7
Exp
lain
how
to a
dap
t del
iver
y to
m
eet
indiv
idual
lea
rner
nee
ds
□
Adap
tations,
eg d
iffe
rent
loca
tion o
r ch
ange
of
conte
xt,
faci
litie
s, t
imin
g,
lear
nin
g s
tyle
, m
ethods
or
appro
aches
, pro
vidin
g m
ento
ring,
alte
rnat
ive
per
sonnel
, ad
ditio
nal
le
arnin
g s
upport
, ad
ditio
nal
tim
e, a
dditio
nal
opport
unitie
s to
ac
hie
ve.
□
Equip
men
t an
d m
edia
chan
ges
, eg
equip
men
t ad
just
men
ts,
mat
eria
ls,
onlin
e, c
onte
nt
leve
l, lan
guag
e; a
dap
tation
limitat
ion f
acto
rs e
g c
ost
, tim
e, e
xper
tise
, per
sonnel
.
98
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Cla
rify
fac
ilita
tion m
ethods
with
indiv
idual
s to
mee
t th
eir
lear
nin
g
and/o
r dev
elopm
ent
obje
ctiv
es
□
Str
ateg
ies,
eg s
tuden
t in
volv
emen
t, d
iscu
ssio
n o
f m
ethods
and c
apab
ility
to p
rovi
de
studen
t re
quirem
ents
, neg
otiat
ion
of
inte
nded
outc
om
es a
nd t
ime
const
rain
ts,
reso
urc
e av
aila
bili
ty a
nd c
onst
rain
ts.
□
Del
iver
y m
ethods
and o
ptions,
eg e
xpla
nat
ion,
dem
onst
ration,
coac
hin
g,
dis
cuss
ion,
skill
s pra
ctic
e, c
ase
study,
sim
ula
tion,
pro
ject
, ac
cess
to o
ther
exp
erts
; lo
cation
eg w
ork
pla
ce,
off t
he
job,
onlin
e.
2.2
Im
ple
men
t ac
tivi
ties
to m
eet
lear
nin
g a
nd/o
r dev
elopm
ent
obje
ctiv
es
□
Typ
es,
eg p
rese
nta
tion,
expla
nat
ion,
dis
cuss
ion,
dem
onst
ration,
coac
hin
g,
skill
s pra
ctic
e, c
ase
study,
si
mula
tion,
pro
ject
, ac
cess
to o
ther
exp
erts
.
2
Be
able
to f
acili
tate
one-
to-o
ne
lear
nin
g a
nd
dev
elopm
ent
2.3
M
anag
e risk
s an
d s
afeg
uar
d
lear
ner
s par
tici
pat
ing in o
ne-
to-
one
lear
nin
g a
nd/o
r dev
elopm
ent
□
Iden
tify
ing r
esponsi
bili
ties
, eg
stu
den
t, t
rain
er,
org
anis
atio
n,
work
pro
vider
.
□
Applic
atio
n o
f le
gis
lation r
equirem
ents
, eg
hea
lth a
nd
safe
ty,
emplo
ymen
t re
gula
tions,
envi
ronm
enta
l haz
ards,
eq
uip
men
t risk
s, h
azar
dous
mat
eria
ls.
□
Saf
eguar
din
g,
eg o
rgan
isat
ion p
olic
ies
and p
roce
dure
s,
equal
opport
unity
requirem
ents
, posi
tive
act
ion a
gai
nst
bully
ing o
r th
reat
to indiv
idual
stu
den
ts,
14–19,
vuln
erab
le
adults.
3
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
apply
ing n
ew
know
ledge
and
skill
s in
pra
ctic
al
conte
xts
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
thei
r new
kn
ow
ledge
and lea
rnin
g in
pra
ctic
al c
onte
xts
□
Ski
lls,
eg r
eal w
ork
, w
ork
exp
erie
nce
, w
ork
shad
ow
ing,
trai
nin
g a
ctiv
ity,
sim
ula
tion;
know
ledge
and u
nder
stan
din
g,
eg c
ase
study,
pro
ject
, onlin
e re
sear
ch.
□
Att
itudes
, eg
dis
cuss
ion,
gro
up f
oru
m,
rese
arch
.
□
Invo
lvem
ent
of
oth
ers,
eg s
pec
ialis
t pra
ctitio
ner
, em
plo
yer,
w
ork
pla
ce a
sses
sor,
lin
e m
anag
er,
colle
agues
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 9
9
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Exp
lain
ben
efits
to indiv
idual
s of
apply
ing n
ew k
now
ledge
and
skill
s
□
Lear
nin
g t
ransf
er,
eg t
o r
eal w
ork
situat
ions,
mas
tery
of
work
tas
ks.
□
Pers
onal
, eg
auto
nom
y, c
onfiden
ce,
achie
vem
ent.
4.1
Exp
lain
ben
efits
of
self-
eval
uat
ion t
o indiv
idual
s □
Em
pow
erm
ent,
eg r
ecognis
ing o
wn a
chie
vem
ent,
id
entifica
tion o
f fu
rther
lea
rnin
g n
eeds
or
pro
gre
ssio
n,
asse
ssm
ent
of
futu
re r
equirem
ents
.
□
Invo
lvin
g t
echniq
ues
, eg
ski
lls r
equired
for
self-a
sses
smen
t,
opport
unitie
s fo
r re
flec
tion a
nd h
ow
to s
truct
ure
this
for
iden
tify
ing g
oal
s an
d a
ctio
n p
lannin
g,
one-
to-o
ne
ques
tionin
g,
indiv
idual
rec
ord
ing o
f ac
tivi
ty c
om
ple
tion a
nd
reco
rd o
f ac
hie
vem
ent,
tra
ckin
g a
nd loggin
g o
f le
arnin
g
outc
om
es;
asse
ssm
ent
resu
lts
eg f
orm
ativ
e an
d s
um
mat
ive
asse
ssm
ent
feed
bac
k, r
eport
s.
4.2
Rev
iew
indiv
idual
res
ponse
s to
one-
to-o
ne
lear
nin
g a
nd/o
r dev
elopm
ent
□
Prac
titioner
str
ateg
ies,
eg lis
tenin
g,
obse
rvat
ion o
f st
uden
t,
dis
cuss
ion,
ques
tionin
g,
support
ing s
tuden
t se
lf-e
valu
atio
n.
□
Rev
iew
, eg
outc
om
e of
self-e
valu
atio
n,
per
form
ance
outc
om
es,
achie
vem
ents
, co
nfiden
ce lev
el,
motiva
tion,
reques
ts f
or
furt
her
support
, new
lea
rnin
g n
eeds.
4
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
ref
lect
ing o
n
thei
r le
arnin
g
and/o
r dev
elopm
ent
4.3
Ass
ist
indiv
idual
lea
rner
s to
id
entify
thei
r fu
ture
lea
rnin
g
and/o
r dev
elopm
ent
nee
ds
□
Feed
bac
k ch
arac
terist
ics,
eg s
upport
ive
and c
onst
ruct
ive,
ie
feed
bac
k sa
ndw
ich (
pra
ise,
critici
sm,
pra
ise)
, direc
ted t
o
inte
nded
outc
om
es,
rele
vant
to s
tuden
t, v
alid
, sp
ecific
to
activi
ties
under
take
n,
ow
ned
by
the
studen
t; e
mpow
erin
g
studen
t, e
g r
ecognis
ing a
chie
vem
ents
, fa
ult r
ectifica
tion
requirem
ents
, id
entifica
tion o
f fu
rther
lea
rnin
g n
eeds
or
pro
gre
ssio
n,
asse
ssm
ent
of fu
ture
req
uirem
ents
, ques
tionin
g,
asse
ssm
ent
tools
, su
pport
req
uirem
ents
.
100 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 9: Identify Individual Learning and Development Needs
Unit reference number: K/502/9544
QCF level: 3
Unit type: Competence
Credit value: 3
Guided learning hours: 24
Unit aim
The aim of this unit is to assess a learning and development practitioner’s understanding of, and competence in, carrying out a learning or training needs analysis for an individual.
Assessment requirements
This unit assesses occupational competence and requires learners to undertake practice with individual students in a work environment.
Evidence for learning outcomes 2 and 3 must come from performance in a work environment. Simulations, projects or assignments are not allowed for these learning outcomes.
Primary assessment methods must include observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by questioning, discussion, use of witness testimony and looking at practitioner statements.
There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
01
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g n
eeds
anal
ysis
for
indiv
idual
s
□
Anal
ysis
of
nee
d,
eg c
urr
ent,
futu
re;
types
of
anal
ysis
, eg
fu
nct
ional
, jo
b,
task
, use
of
nat
ional
occ
upat
ional
st
andar
ds;
iden
tifica
tion o
f nee
d e
g k
now
ledge,
beh
avio
urs
, sk
ills,
occ
upat
ional
or
pro
fess
ional
req
uirem
ents
, new
ski
lls,
mai
nte
nan
ce o
f per
form
ance
, co
ntinuous
per
sonal
and
pro
fess
ional
dev
elopm
ent,
futu
re c
apab
ility
, ta
rget
set
ting,
prioritisi
ng,
short
, m
ediu
m o
r lo
ng t
erm
goal
s.
1.2
Anal
yse
the
fact
ors
that
in
fluen
ce indiv
idual
lea
rnin
g
nee
ds,
pre
fere
nce
s an
d s
tyle
s
□
Nee
ds,
eg n
ew s
kills
, kn
ow
ledge
or
under
stan
din
g,
new
te
chnolo
gy,
chan
ge
in w
ork
pra
ctic
e, leg
isla
tion,
occ
upat
ional
and p
rofe
ssio
nal
req
uirem
ents
.
□
Pre
fere
nce
s: t
imin
g,
loca
tion,
work
load
, ac
cess
ibili
ty,
opport
unitie
s fo
r nat
ura
lly o
ccurr
ing e
viden
ce.
□
Indiv
idual
nee
ds,
eg d
isab
ilities
, pre
vious
lear
nin
g
exper
ience
s, lea
rnin
g s
tyle
, sp
ecific
lea
rnin
g d
ifficu
ltie
s,
age,
gen
der
.
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g n
eeds
anal
ysis
for
indiv
idual
s
1.3
Com
par
e m
ethods
use
d t
o
asse
ss indiv
idual
lea
rnin
g n
eeds
□
Met
hods,
eg initia
l as
sess
men
t, r
ecognis
ing p
rior
lear
nin
g,
skill
s m
atrix,
com
pet
ency
ass
essm
ent,
man
ual
ski
lls
anal
ysis
, cr
itic
al inci
den
t te
chniq
ue,
job lea
rnin
g a
nal
ysis
, as
sess
men
t ce
ntr
es,
appra
isal
, in
terv
iew
ing q
ues
tionin
g a
nd
liste
nin
g,
self-a
sses
smen
t, 3
60°
feed
bac
k, f
eedbac
k fr
om
oth
ers.
10
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Agre
e th
e purp
ose
, ai
ms
and
met
hodolo
gy
of
the
lear
nin
g
nee
ds
anal
ysis
with indiv
idual
s
□
Indiv
idual
, eg
det
erm
inin
g n
eeds,
occ
upat
ional
or
pro
fess
ional
req
uirem
ents
, se
lf-a
sses
smen
t, c
urr
ent
leve
l of
skill
s, k
now
ledge
and u
nder
stan
din
g,
prior
lear
nin
g o
r ex
per
ience
, ag
reei
ng t
arget
s, n
egotiat
ing t
imin
g a
nd
loca
tion o
f le
arnin
g,
agre
eing inte
nded
outc
om
es,
neg
otiat
ing m
ethods
to s
uit p
refe
rred
lea
rnin
g s
tyle
s.
2.2
Apply
lea
rnin
g n
eeds
anal
ysis
m
ethodolo
gy
to a
sses
s th
e in
div
idual
’s c
urr
ent
leve
l of
achie
vem
ent
and p
ote
ntial
□
Ach
ieve
men
ts,
eg R
PL,
curr
ent
achie
vem
ent,
occ
upat
ional
or
pro
fess
ional
nee
ds;
pote
ntial
eg c
aree
r en
han
cem
ent,
per
sonal
dev
elopm
ent,
pro
fess
ional
dev
elopm
ent.
□
Loggin
g a
nd t
rack
ing a
sses
smen
t, e
g c
om
pet
ency
, sk
ills,
cr
itic
al inci
den
t te
chniq
ue,
job lea
rnin
g a
nal
ysis
, obse
rvat
ion,
indiv
idual
rec
ord
of
achie
vem
ent,
com
ple
tion
of
action p
lans,
set
ting n
ew t
arget
s.
2
Be
able
to c
onduct
le
arnin
g n
eeds
anal
ysis
for
indiv
idual
s
2.3
Anal
yse
lear
nin
g n
eeds
and
com
munic
ate
to t
he
lear
ner
□
W
ays
to c
om
munic
ate,
eg o
ne-
to-o
ne
feed
bac
k, q
ues
tion
and a
nsw
er,
pro
fess
ional
dis
cuss
ion,
writt
en f
eedbac
k, s
elf-
asse
ssm
ent,
stu
den
t fe
edbac
k, p
eer
asse
ssm
ent
feed
bac
k.
□
Com
munic
atio
n w
ith,
eg indiv
idual
, tr
ainer
, em
plo
yer–
only
as
appro
priat
e; f
indin
gs,
eg s
tren
gth
s, a
reas
for
furt
her
dev
elopm
ent;
direc
ted e
g s
pec
ific
, fa
ctual
, non-
judgem
enta
l, f
ocu
sed.
3
Be
able
to a
gre
e in
div
idual
lea
rnin
g
and d
evel
opm
ent
nee
ds
3.1
Agre
e an
d p
rioritise
indiv
idual
le
arnin
g a
nd d
evel
opm
ent
nee
ds
□
Indiv
idual
nee
ds,
eg a
reas
for
dev
elopm
ent,
opport
unitie
s fo
r fu
rther
tra
inin
g,
area
s fo
r ad
ditio
nal
res
earc
h,
refe
rral
, id
entify
ing a
nd n
egotiat
ing n
ew t
arget
s, p
rioritisi
ng n
ew
goal
s an
d t
imes
cale
; re
cord
ing a
gre
emen
t eg
note
s, a
ctio
n
pla
n,
trai
nin
g p
lan;
dis
sem
inat
ion o
f findin
gs
as a
gre
ed,
eg
indiv
idual
, tr
ainer
, lin
e m
anag
emen
t, H
R,
oth
ers.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
03
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Advi
se indiv
idual
s ab
out
lear
nin
g
and d
evel
opm
ent
options
to
mee
t:
le
arner
priorities
le
arnin
g p
refe
rence
s
le
arnin
g s
tyle
s
□
Progre
ssio
n o
pport
unitie
s, e
g n
ew lea
rnin
g,
alte
rnat
ive
route
s to
war
ds
new
ski
lls,
know
ledge
or
under
stan
din
g,
stra
tegie
s to
suit lea
rnin
g s
tyle
pre
fere
nce
, ch
oic
e of
options
for
on job t
rain
ing,
off-j
ob t
rain
ing,
self-d
irec
ted
lear
nin
g,
pla
nned
exp
erie
nce
, w
ork
shad
ow
ing,
coac
hin
g,
inte
ract
ive
com
pute
r-bas
ed lea
rnin
g,
cours
e at
tendan
ce;
fact
ors
aff
ecting o
ptions
avai
lable
, eg
acc
epta
bili
ty,
loca
tion,
acce
ss,
inte
rnal
and e
xter
nal
res
ourc
e av
aila
bili
ty,
cost
.
104 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 10: Manage Learning and Development in Groups
Unit reference number: A/502/9550
QCF level: 4
Unit type: Competence
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example motivational strategies, behaviour management and provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve students within groups in the learning and development process.
Assessment requirements
This unit assesses occupational competence and requires learners to undertake practice in a work environment with groups of students.
Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
05
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
the
char
acte
rist
ics
of
gro
up e
nvi
ronm
ents
that
fost
er
lear
nin
g a
nd d
evel
opm
ent
□
Phys
ical
envi
ronm
ents
, eg
em
plo
yer
site
, off s
ite,
spec
ialis
t w
ork
shop,
outd
oor
activi
ty c
entr
e, c
lass
room
; gro
up
char
acte
rist
ics,
eg s
ize,
com
posi
tion,
leve
l, e
xper
ience
, occ
upat
ional
or
pro
fess
ional
gro
up,
goal
s or
agen
das
, per
sonal
itie
s, p
refe
rred
lea
rnin
g s
tyle
s.
1.2
Eva
luat
e st
rate
gie
s to
man
age
gro
up b
ehav
iour
and d
ynam
ics
□
Theo
ries
, eg
Tuck
man
’s f
orm
ing,
storm
ing,
norm
ing a
nd
per
form
ing m
odel
, Bel
bin
’s t
eam
role
s, E
vans
and D
ion’s
co
hes
ive
gro
ups,
Irv
ing J
anis
’s g
roupth
ink,
E B
erne’
s tr
ansa
ctio
nal
anal
ysis
.
□
Prac
titioner
str
ateg
ies,
eg b
alan
ce o
f le
arnin
g s
tyle
ac
com
modat
ion,
goal
set
ting,
use
of
gro
up a
ctiv
itie
s to
pro
mote
exp
erie
ntial
lea
rnin
g,
iden
tify
ing o
ptim
al g
roup
size
for
activi
ty,
incl
usi
ve lea
rnin
g e
xper
ience
s, m
ixin
g s
kills
an
d a
bili
ties
.
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f m
anag
ing lea
rnin
g
and d
evel
opm
ent
in g
roups
1.3
Eva
luat
e m
anag
emen
t te
chniq
ues
whic
h f
acili
tate
the
del
iver
y of
lear
nin
g a
nd
dev
elopm
ent
in g
roups
□
Monitoring g
roup d
ynam
ics,
eg a
nal
ysis
of
beh
avio
ur,
co
ntr
ibution f
requen
cy,
pat
tern
of
contr
ibution,
direc
tional
co
ntr
ibution,
hie
rarc
hy
dev
elopm
ent.
□
Prac
titioner
man
agem
ent,
eg lea
rnin
g s
tyle
ac
com
modat
ion,
goal
set
ting,
pro
moting e
xper
iential
le
arnin
g,
crea
ting o
ptim
al g
roup s
ize
for
activi
ty,
confr
onting c
onflic
t, s
upport
ing incl
usi
on,
contr
ol, m
ixin
g
skill
s an
d a
bili
ties
, sh
ared
or
variet
y of
exper
ience
s,
opport
unitie
s fo
r w
ork
ing w
ith o
ther
s, p
eer
teac
hin
g,
support
ive,
nurt
uring.
10
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Anal
yse
way
s to
invo
lve
lear
ner
s in
the
man
agem
ent
of
thei
r ow
n
lear
nin
g a
nd d
evel
opm
ent
in
gro
ups
□
Enco
ura
gin
g s
elf-
man
agem
ent,
eg indiv
idual
and g
roup
beh
avio
ur
contr
act
sett
ing,
agre
emen
t of
par
tici
pat
ion
requirem
ents
, ro
les
and r
esponsi
bili
ties
during a
ctiv
itie
s,
enco
ura
gin
g d
iscu
ssio
n a
nd fee
dbac
k, g
roup f
oru
m,
crea
ting t
eam
s, s
elf-
asse
ssm
ent
of
lear
nin
g,
action
pla
nnin
g,
pee
r as
sess
men
t an
d t
each
ing.
1.5
Anal
yse
risk
s to
be
consi
der
ed
when
man
agin
g lea
rnin
g a
nd
dev
elopm
ent
in g
roups
□
Envi
ronm
enta
l risk
s, e
g b
reak
out
gro
up s
uper
visi
on,
equip
men
t, h
azar
dous
mat
eria
ls,
phys
ical
dem
ands
of
activi
ty.
□
Man
agem
ent
of
emotional
wel
lbei
ng,
eg s
afeg
uar
din
g,
conflic
t m
anag
emen
t an
d r
esolu
tion,
enco
ura
gin
g indiv
idual
en
gag
emen
t, c
onfiden
ce b
uild
ing,
acco
mm
odat
ing v
aryi
ng
leve
ls o
f pre
vious
exper
ience
and s
kills
, la
nguag
e sk
ills.
1.6
Exp
lain
how
to m
anag
e bar
rier
s to
indiv
idual
lea
rnin
g in g
roups
□
Em
otional
nee
ds,
eg n
urt
uring s
tuden
t se
lf-c
onfiden
ce,
chal
lengin
g t
hre
ats,
val
uin
g inputs
, pro
moting a
ppro
priat
e bel
iefs
, m
inim
isin
g r
isk
of st
ress
, ex
plo
ring p
revi
ous
neg
ativ
e le
arnin
g e
xper
ience
s to
pro
mote
posi
tive
lea
rnin
g,
chal
lengin
g c
onflic
t w
ith g
roup m
ember
(s),
addre
ssin
g
verb
al a
buse
, va
ried
lea
rnin
g s
tyle
s an
d a
ctiv
ity
choic
es,
appro
priat
e use
of
auth
ority
, pro
vidin
g s
upport
and
direc
tion.
□
Envi
ronm
enta
l m
anag
emen
t, e
g t
emper
ature
, hum
idity,
fu
rnis
hin
g c
om
fort
, haz
ards,
tak
ing a
ctio
n t
o r
esolv
e det
rim
enta
l ef
fect
of
envi
ronm
enta
l fa
ctors
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
07
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Fa
cilit
ate
com
munic
atio
n,
colla
bora
tion a
nd lea
rnin
g
bet
wee
n g
roup m
ember
s
□
Com
munic
atio
n,
eg v
erbal
, non-v
erbal
, pre
senta
tion s
kills
fro
m
both
fac
ilita
tor
and g
roup m
ember
s, c
om
munic
atio
n w
ith a
nd
bet
wee
n g
roup m
ember
s, lis
tenin
g.
□
Enco
ura
gin
g a
nd s
upport
ing g
roup c
olla
bora
tion,
eg d
ealin
g w
ith
unre
sponsi
venes
s, v
aryi
ng d
eliv
ery
styl
e, iden
tify
ing a
nd r
esolv
ing
fact
ors
aff
ecting p
artici
pat
ion o
pport
unitie
s fo
r sm
all an
d lar
ge
gro
up a
ctiv
itie
s; t
heo
ries
, eg
Eva
ns
and D
ion’s
cohes
ive
gro
ups,
Ir
ving J
anis
’s g
roupth
ink,
E B
erne’
s tr
ansa
ctio
nal
anal
ysis
.
2.2
U
se m
otiva
tional
met
hods
to
engag
e th
e gro
up a
nd its
in
div
idual
mem
ber
s in
the
lear
nin
g a
nd d
evel
opm
ent
pro
cess
□
Met
hods,
eg p
osi
tive
fee
dbac
k, r
ewar
din
g g
roup a
s w
ell as
in
div
idual
ach
ieve
men
ts,
enco
ura
gin
g e
nth
usi
asm
, m
atch
of
lear
nin
g o
bje
ctiv
es t
o s
tuden
t ex
pec
tations
and n
eeds,
opport
unitie
s fo
r te
am w
ork
ing,
gro
up d
ebat
e or
dis
cuss
ions,
onlin
e fo
rum
s, e
mpat
hy,
em
pow
erm
ent,
val
uin
g indiv
idual
and
gro
up c
ontr
ibutions,
opport
unitie
s fo
r gro
ups
to s
elf-
asse
ss a
nd
man
age
ow
n a
ctiv
itie
s an
d r
ole
s, s
tuden
t ta
rget
set
ting.
2.3
Consu
lt w
ith g
roup m
ember
s to
ad
apt
thei
r le
arnin
g a
nd
dev
elopm
ent
envi
ronm
ents
to
impro
ve t
hei
r le
arnin
g o
utc
om
es
□
Phys
ical
, eg
hea
lth a
nd s
afet
y, r
isk
asse
ssm
ent
and a
ctio
n t
o
mitig
ate
risk
, ap
ply
ing o
rgan
isat
ional
polic
y in
the
lear
nin
g
envi
ronm
ent,
gro
up s
ize,
are
a la
yout,
work
pla
ce s
afet
y.
□
Gro
up iss
ues
, eg
mitig
atio
n o
f st
ress
, im
ple
men
ting g
roup
beh
avio
ura
l ag
reem
ent,
rew
ardin
g g
roup a
chie
vem
ents
, ad
dre
ssin
g
equal
ity
and d
iver
sity
iss
ues
pro
mptly,
posi
tive
use
of
auth
ority
, su
pport
ing g
roup s
elf-
man
agem
ent.
2
Be
able
to m
anag
e gro
up lea
rnin
g a
nd
dev
elopm
ent
envi
ronm
ents
2.4
M
anag
e th
e risk
s as
soci
ated
with
gro
up lea
rnin
g a
nd d
evel
opm
ent
□
Kee
pin
g r
ecord
s, e
g indiv
idual
stu
den
t ac
hie
vem
ent,
fee
dbac
k to
st
uden
ts,
trac
king a
nd loggin
g g
roup a
sses
smen
t outc
om
es,
achie
vem
ent
acro
ss a
pro
gra
mm
e, a
chie
vem
ent
in t
he
work
pla
ce,
witnes
s st
atem
ents
, obse
rvat
ion r
eport
s, r
ecord
of
pro
fess
ional
dis
cuss
ion.
10
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
In
volv
e le
arner
s in
agre
eing
gro
up lea
rnin
g a
nd d
evel
opm
ent
obje
ctiv
es
□
Met
hods,
eg p
re-c
ours
e ques
tionnai
re,
intr
oduct
ions,
gro
up
mem
ber
exp
ecta
tions
and r
equirem
ents
for
the
sess
ion,
expla
nat
ion o
f se
ssio
n lea
rnin
g o
bje
ctiv
es a
nd c
ove
rage
of
gro
up
mem
ber
req
uirem
ents
, dis
cuss
ion a
nd a
gre
emen
t of
chan
ges
to
mee
t re
quirem
ents
, gro
up a
nd indiv
idual
lea
rnin
g a
gre
emen
ts,
neg
otiat
ing g
oal
s an
d t
imes
cale
s, a
gre
ed c
olla
bora
tive
outc
om
es,
liais
ing r
ole
s an
d r
esponsi
bili
ties
, ag
reei
ng a
ppro
priat
e as
sess
men
t st
rate
gie
s an
d o
pport
unitie
s.
3.2
Adap
t an
d im
ple
men
t del
iver
y m
ethods,
act
ivitie
s an
d
reso
urc
es t
o m
eet
the
lear
nin
g
and d
evel
opm
ent
obje
ctiv
es o
f th
e gro
up
□
Adap
tation,
eg v
aryi
ng lea
rnin
g s
tyle
and a
ppro
ach,
more
or
less
sm
all or
whole
gro
up a
ctiv
itie
s, a
lloca
ting r
ole
s w
ithin
gro
ups
or
allo
win
g s
elf-
sele
ctio
n,
use
of
pee
r te
achin
g,
use
of
e-le
arnin
g o
r ble
nded
lea
rnin
g a
ppro
aches
, al
tern
ativ
e co
nte
xt f
or
lear
nin
g,
alte
rnat
ive
lear
nin
g e
nvi
ronm
ent,
vis
its,
ext
ernal
spea
kers
.
3.3
M
anag
e gro
up lea
rnin
g
stra
tegie
s an
d d
eliv
ery
met
hods
to r
efle
ct c
han
gin
g r
equirem
ents
□
Neg
otiat
ing a
nd a
gre
eing a
dap
tation,
eg lis
tenin
g,
ques
tionin
g,
pro
vidin
g indiv
idual
advi
ce.
□
Adap
ting t
o c
han
gin
g r
equirem
ents
, eg
tim
ing,
dep
th,
bre
adth
, ra
nge
of
styl
es,
vary
ing r
ole
s an
d r
esponsi
bili
ties
within
gro
up,
vary
ing lea
rnin
g a
ctiv
itie
s, v
aryi
ng s
ize
of
gro
ups,
incr
easi
ng
direc
ted s
tudy,
incr
ease
d u
se o
f te
chnolo
gy,
iden
tify
ing f
urt
her
le
arnin
g r
equirem
ents
.
3
Be
able
to a
pply
m
ethodolo
gie
s to
m
anag
e le
arnin
g
and d
evel
opm
ent
in g
roups
3.4
Pr
ovi
de
indiv
idual
advi
ce t
o
lear
ner
s to
ass
ist
thei
r dec
isio
n-
mak
ing a
bout
futu
re lea
rnin
g
nee
ds
□
Iden
tifica
tion o
f nee
ds,
eg m
onitoring o
f in
div
idual
pro
gre
ss d
uring
gro
up a
ctiv
itie
s, indiv
idual
dis
cuss
ion,
self-a
nal
ysis
ques
tionnai
re.
□
Indiv
idual
advi
ce,
eg iden
tifica
tion o
f fu
rther
lea
rnin
g n
eeds,
pote
ntial
sourc
es o
f fu
rther
advi
ce a
nd lea
rnin
g,
refe
rral
to o
ther
le
arnin
g p
rofe
ssio
nal
s, r
efer
ral to
ext
ernal
agen
cies
for
voca
tional
ad
vice
and g
uid
ance
, ta
rget
set
ting a
nd a
ctio
n p
lannin
g.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
09
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Support
lea
rner
s’ r
ights
in
rela
tion t
o e
qual
ity,
div
ersi
ty a
nd
incl
usi
on
□
Legis
lative
, eg
leg
al a
nd o
rgan
isat
ional
polic
ies
and p
roce
dure
s,
incl
usi
ve a
ppro
aches
, opport
unitie
s to
addre
ss d
iffe
rentiat
ion
nee
ds,
phys
ical
acc
ess
to c
ours
es,
dis
abili
ty a
war
enes
s, s
taff
tr
ainin
g f
or
dis
abili
ties
, aw
aren
ess
of
men
tal hea
lth iss
ues
, co
llect
ing a
nd r
espondin
g t
o info
rmat
ion o
n s
tuden
ts’ sp
ecific
nee
ds,
hea
lth a
nd s
afet
y, e
mplo
yee
rights
and r
esponsi
bili
ties
.
4.2
M
inim
ise
risk
s to
saf
ety,
hea
lth,
wel
lbei
ng a
nd s
ecurity
of
lear
ner
s
□
Saf
ety,
hea
lth,
wel
lbei
ng a
nd s
ecurity
, eg
saf
eguar
din
g o
f yo
ung
studen
ts a
nd v
uln
erab
le a
dults,
im
ple
men
ting o
rgan
isat
ional
polic
ies
and p
ract
ice,
ris
k as
sess
men
t an
d a
dju
stm
ent,
incl
usi
ve
pra
ctic
e, e
mplo
yee
trai
nin
g a
nd d
evel
opm
ent,
enfo
rcem
ent
of
bully
ing a
nd h
aras
smen
t polic
ies,
rec
ognis
ing s
pec
ial ed
uca
tional
nee
ds,
ref
erra
l fo
r pro
fess
ional
support
nee
ds
4.3
M
anag
e co
nfiden
tial
ity
in r
elat
ion
to lea
rner
s an
d t
he
org
anis
atio
n
□
Legis
lative
req
uirem
ents
, eg
dat
a pro
tect
ion,
org
anis
atio
nal
re
quirem
ents
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
for
secu
re
stora
ge.
□
Rec
ord
ing s
ensi
tive
info
rmat
ion,
eg e
mplo
yee
dev
elopm
ent
activi
ty,
spec
ific
indiv
idual
nee
ds,
per
sonal
info
rmat
ion,
requirem
ents
for
non-d
iscl
osu
re o
f in
form
atio
n.
□
Info
rmat
ion t
o b
e sh
ared
only
with t
hose
with a
leg
itim
ate
inte
rest
, eg
em
plo
yer,
tra
inin
g p
ract
itio
ner
, st
uden
t, o
ther
s; s
ecurity
of
sensi
tive
com
mer
cial
info
rmat
ion.
4
Be
able
to m
anag
e le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
to c
om
ply
w
ith leg
al a
nd
org
anis
atio
nal
re
quirem
ents
4.4
M
ainta
in lea
rnin
g a
nd
dev
elopm
ent
reco
rds
in
acco
rdan
ce w
ith o
rgan
isat
ional
pro
cedure
s
□
Rec
ord
s, e
g indiv
idual
stu
den
t ac
hie
vem
ent,
fee
dbac
k to
stu
den
ts,
trac
king a
nd loggin
g g
roup a
sses
smen
t outc
om
es,
achie
vem
ent
acro
ss a
pro
gra
mm
e, a
chie
vem
ent
in t
he
work
pla
ce,
witnes
s st
atem
ents
, obse
rvat
ion r
eport
s, r
ecord
of
pro
fess
ional
dis
cuss
ion.
110 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 11: Planning to Meet the Needs of Learners
Unit reference number: T/503/4911
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to agree individual learning goals with their students, to plan inclusive learning and teaching approaches in accordance with internal processes and external requirements and to evaluate their own practice in planning learning and teaching. The unit also covers expectations in relation to the minimum core in planning inclusive learning and teaching.
The unit allows learners to work from the first point of contact with students, through initial and diagnostic testing, to negotiate individual goals and meet curriculum requirements. Practical opportunities arising from teaching practice are utilised.
Learners are able to plan a scheme of work based on individual curriculum requirements and develop a number of session plans that include a range of learning and teaching methods. This provides the structure for the required observed teaching practice in Unit 4: Delivering Lifelong Learning (Level 3). This unit also addresses the need to identify ways in which learning and teaching may be adapted to meet individual student needs.
This unit should be viewed in conjunction with Unit 22: Using Resources for Lifelong Learning (Level 3), Unit 4: Delivering Lifelong Learning (Level 3) and Unit 2: Assessing Learners in Lifelong Learning (Level 3) so all aspects of learning and teaching are considered holistically and planning is not seen in isolation from practice. This unit also provides opportunities to review learning from Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) or the Learning and Development alternative units Unit 8: Facilitating Learning and Development for Individuals (Level 3) and Unit 7: Facilitating Learning and Development in Groups (Level 3).
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The practice required of learners can be with groups, individuals or a combination of both. Observation of learners’ practice can be formative and summative.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
11
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
role
of
initia
l an
d
dia
gnost
ic a
sses
smen
t in
ag
reei
ng indiv
idual
lea
rnin
g
goal
s
□
Initia
l, e
g c
urr
ent
leve
ls o
f kn
ow
ledge
and u
nder
stan
din
g,
exis
ting s
kills
, ac
hie
vem
ents
.
□
Dia
gnost
ic,
eg s
tuden
t nee
ds
anal
ysis
, m
inim
um
core
or
support
nee
ds,
pre
ferr
ed lea
rnin
g s
tyle
; le
arnin
g g
oal
s, e
g c
ontr
acts
, ta
rget
-set
ting,
action
pla
ns,
indiv
idual
lea
rnin
g p
lan.
1.2
U
se m
ethods
of
initia
l an
d
dia
gnost
ic a
sses
smen
t w
ith
lear
ner
s
□
Initia
l, e
g C
V,
applic
atio
n f
orm
, in
terv
iew
, SW
OT a
nal
ysis
, ques
tionnai
re,
pra
ctic
al e
xerc
ises
or
task
s.
□
Dia
gnost
ic,
eg L
NA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), o
nlin
e as
sess
men
ts incl
udin
g lan
guag
e/lit
erac
y/ n
um
erac
y/IC
T,
task
or
exer
cise
, w
ork
pla
cem
ent
asse
ssm
ent.
1
Be
able
to a
gre
e in
div
idual
lea
rnin
g
goal
s w
ith lea
rner
s
1.3
N
egotiat
e an
d r
ecord
indiv
idual
le
arnin
g g
oal
s w
ith lea
rner
s □
N
egotiat
ion,
eg s
elf-
asse
ssm
ent,
tuto
rial
, dis
cuss
ion,
reco
gnis
ing lea
rnin
g
or
skill
s gap
s, a
gre
eing s
upport
nee
ds.
□
Rec
ord
ing,
eg I
LP/I
EP,
act
ion p
lans,
pap
er b
ased
or
IT b
ased
, in
stitution’s
pro
cedure
s fo
r re
cord
ing info
rmat
ion,
studen
t ow
ner
ship
.
11
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
evis
e a
schem
e of
work
whic
h
mee
ts t
he
nee
ds
of
all le
arner
s an
d c
urr
iculu
m r
equirem
ents
□
Curr
iculu
m r
equirem
ents
, eg
aw
ardin
g b
ody,
req
uired
sta
ndar
ds,
kn
ow
ledge
conte
nt,
ski
lls o
pport
unitie
s, s
equen
cing o
f co
nte
nt,
ass
essm
ent
tim
etab
le,
evid
ence
req
uirem
ents
; st
uden
t re
quirem
ents
eg lea
rnin
g
styl
es,
indiv
idual
and g
roup w
ork
, eq
ual
ity
of
acce
ss,
rein
forc
ing lea
rnin
g,
study
skill
s, t
ime
man
agem
ent,
opport
unity,
var
iety
.
2.2
D
evis
e se
ssio
n p
lans
whic
h m
eet
the
aim
s an
d n
eeds
of
all
lear
ner
s
□
Str
uct
ure
, eg
aim
s an
d o
bje
ctiv
es,
subje
ct k
now
ledge
and s
kills
conte
nt,
va
riet
y of
lear
nin
g a
nd t
each
ing a
ctiv
itie
s, t
imin
g,
linke
d a
sses
smen
t,
opport
unitie
s fo
r fe
edbac
k, m
inim
um
core
opport
unitie
s.
□
Stu
den
t nee
ds,
eg lea
rnin
g s
tyle
s, o
pport
unitie
s to
dem
onst
rate
and
pra
ctis
e sk
ills,
pla
nned
ref
lect
ion,
indiv
idual
ised
lea
rnin
g,
flex
ible
.
2.3
Exp
lain
how
the
choic
e of
teac
hin
g m
ethods
mee
ts t
he
nee
ds
of
all le
arner
s
□
Met
hods,
eg a
ppro
priat
e to
stu
den
t an
d s
ubje
ct,
indiv
idual
and
colla
bora
tive
lea
rnin
g,
lect
ure
s, w
ork
shops,
pra
ctic
al,
rese
arch
, pro
ject
w
ork
, ca
se s
tudie
s, d
iscu
ssio
n,
direc
ted s
tudy.
□
Lear
ner
nee
ds,
eg K
olb
(ac
tivi
ty,
reflec
tion,
rese
arch
, pla
nnin
g),
Blo
om
(k
now
ledge,
att
itude,
ski
ll),
acce
ssib
ility
and f
lexi
bili
ty t
hro
ugh d
ista
nce
an
d o
nlin
e, r
esourc
es b
ased
lea
rnin
g,
adap
table
to indiv
idual
nee
d.
2.4
Id
entify
way
s in
whic
h s
essi
on
pla
ns
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
□
Adap
ting,
eg v
aryi
ng c
onte
nt,
chan
gin
g a
ctiv
itie
s, v
aryi
ng lea
rnin
g s
tyle
s,
alte
ring t
imin
gs,
additio
nal
res
ourc
es.
□
Indiv
idual
nee
ds,
eg d
iffe
rentiat
ion,
indiv
idual
ised
lea
rnin
g,
indiv
idual
su
pport
, 1:1
act
ivitie
s, p
ract
isin
g s
kills
, onlin
e le
arnin
g m
ater
ials
, ex
tended
ac
tivi
ties
.
2
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
2.5
Id
entify
opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
in
form
incl
usi
ve p
ract
ice
□
Opport
unitie
s, e
g f
orm
al r
evie
w o
ngoin
g o
r se
ssio
n,
info
rmal
stu
den
t fe
edbac
k, s
tuden
t re
pre
senta
tive
s, s
tuden
t co
ntr
ibutions
to t
eam
m
eetings.
□
Info
rmin
g incl
usi
ve p
ract
ice,
eg info
rmin
g s
essi
on e
valu
atio
n,
cours
e or
team
rev
iew
, ef
fect
iven
ess
in m
eeting s
tuden
t nee
ds,
iden
tify
ing a
reas
for
impro
vem
ent,
support
req
uirem
ents
, eq
ual
ity
of
opport
unity
issu
es.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
13
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d
in p
lannin
g incl
usi
ve lea
rnin
g
and t
each
ing
□
Lear
nin
g,
eg p
oss
ible
rea
sons
for
diffe
rent
rate
s of
studen
t pro
gre
ss,
diffe
rent
fact
ors
aff
ecting t
he
acquis
itio
n o
f m
inim
um
core
ski
lls,
implic
atio
ns
for
teac
hin
g.
□
Tea
chin
g,
eg a
ddre
ssin
g t
he
nee
d f
or
the
min
imum
core
in e
nab
ling u
sers
to
par
tici
pat
e in
the
moder
n e
conom
y, b
arrier
s, m
ultili
ngual
ism
, opport
unitie
s to
inco
rpora
te in p
lannin
g u
sing inte
gra
ted a
ppro
ach o
r pro
vide
nat
ura
lly o
ccurr
ing e
viden
ce.
3
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Apply
ele
men
ts o
f th
e m
inim
um
co
re in p
lannin
g incl
usi
ve
lear
nin
g a
nd t
each
ing
□
Lear
nin
g o
pport
unitie
s, e
g g
roup d
iscu
ssio
n,
indiv
idual
or
gro
up
pre
senta
tions,
pro
ject
work
, re
sear
ch a
nd d
ata
colle
ctio
n,
dat
a an
alys
is.
□
Tea
chin
g,
eg o
pport
unitie
s fo
r nat
ura
lly o
ccurr
ing e
viden
ce,
rele
vance
, in
tegra
ted,
mea
nin
gfu
l, lin
ked t
o s
tuden
t nee
ds,
dev
elopin
g r
ange
of
skill
s.
4.1
Ref
lect
on o
wn p
ract
ice
in
pla
nnin
g t
o m
eet
the
nee
ds
of
lear
ner
s
□
Evi
den
ce,
eg s
elf-
asse
ssm
ent,
eva
luat
ion p
roce
dure
s, f
eedbac
k fr
om
st
uden
ts,
appra
isal
fee
dbac
k fr
om
tea
m r
evie
w o
r lin
e m
anag
er.
□
Sch
eme
of
work
, eg
effec
tive
nes
s, m
eeting t
imes
cale
, co
nte
nt
cove
rage,
sk
ills
and k
now
ledge
requirem
ents
, as
sess
men
t re
quirem
ents
.
□
Ses
sion p
lannin
g,
eg s
truct
ure
, tim
ings,
min
imum
core
and a
sses
smen
t opport
unitie
s, s
tuden
t sa
tisf
action a
nd a
chie
vem
ent.
4
Be
able
to e
valu
ate
ow
n p
ract
ice
in
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
4.2
Id
entify
way
s to
im
pro
ve o
wn
pra
ctic
e in
pla
nnin
g t
o m
eet
the
nee
ds
of
lear
ner
s
□
Opport
unitie
s, e
g m
ento
ring,
team
wor
king,
inte
rnal
ver
ific
atio
n a
t pla
nnin
g s
tage,
work
shad
ow
ing o
f pla
nnin
g r
ole
, re
alis
tic
goal
s an
d
targ
ets
for
ow
n d
evel
opm
ent,
updat
ing t
echnic
al e
xper
tise
, ex
plo
ring n
ew
modes
of
del
iver
y an
d a
sses
smen
t, c
ontr
ibuting t
o c
urr
iculu
m
dev
elopm
ent,
form
al r
equirem
ents
for
reco
rdin
g o
f co
ntinuin
g p
rofe
ssio
nal
dev
elopm
ent.
114 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
The groundwork for this unit is already covered by Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), and the Learning and Development alternative units Unit 7: Facilitate Learning and Development in Groups (Level 3) or Unit 8: Facilitate Learning and Development for Individuals (Level 3). Tutors can avoid duplication by building on what has been covered earlier.
In earlier units, learners will already have considered inclusive teaching and learning approaches, possibly using Kolb’s learning cycle theory. It is important to reinforce the links to the same skills, knowledge and understanding that underpin all learning and teaching in lifelong learning. This unit provides an opportunity to extend that approach to cover a wider range of approaches.
As with other units in this qualification, learning occurs in two distinct contexts: through teaching in the learning environment and learning in the workplace. This provides opportunities for learners to draw on evidence from their own experience and contribute to the delivery of this unit. As there is a requirement for teaching practice to achieve this qualification, it is anticipated that all learners will have opportunities to select learning and teaching approaches suited to different contexts and different student needs. Individuals should therefore have the chance to provide their own case studies, as well as mini-presentations, in order to adopt a strongly student-centred approach to delivery. Instead of predominantly tutor-led sessions, learners will be able to draw on their own experiences as well as on those of the more experienced practitioner. Learner responsibility is at the core of all the units in this qualification and therefore it is logical to use opportunities for teaching by example to reinforce this.
In promoting best practice, tutor delivery in this unit should focus on structuring schemes of work and session plans that avoid the narrative or scripted approach. By focusing on learning rather than teaching, learners have the opportunity to review different approaches. Learners should recognise that failing to reflect and plan appropriately can lead teachers to consistently adopt the same approach to teaching and be unreceptive to new, more appropriate approaches.
The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of planning, learning and teaching approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, students and context. For this reason, wherever possible, the delivery of the unit should be related to learners’ own teaching situations, students and experiences.
It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their own performance as a teacher and identify opportunities for improvement.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 115
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Learning activities
These learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor led discussions, whole group discussion and activities, individual learner activities, case study, session planning and teaching practice. Tutors need to link their planning for this unit to all other units in order to ensure an integrated or holistic approach.
Introduction to unit
At the beginning of delivery for this unit, time should be given to discussing the learning and assessment activities, along with the links between units, the use of teaching practice as part of the learning process and opportunities for using evidence from the workplace in assessment.
Learning outcome 1
Many people in a teaching or training role are not directly involved with initial assessment. This learning outcome provides opportunities for a tutor to introduce and explain a range of initial assessment strategies and how that information is useful in session planning.
Learners are likely to be familiar with various forms of diagnostic assessment, such as learning needs analysis or training needs analysis, key skills or minimum core (as learners may well have had online diagnostic assessments for language/literacy/numeracy/ICT) and specialised testing. This is an opportunity for whole group discussion on the role and methods used for diagnostic assessment in different contexts.
An individual initial assessment activity of preferred learning styles is particularly useful. Most centres currently have access to a version of a learning styles questionnaire, eg Honey and Mumford. The Visual Auditory Kinesthetic test or the Multiple Intelligence questionnaire could be used to establish preferred learning styles. Organisations tend to use particular versions of the test, so tutors might find it best to select whatever learners are most likely to be familiar with. In this way, learners can see the potential impact on their planning. This should be followed by tutor-led discussion to highlight the value of initial and diagnostic assessment to session planning.
Learning outcome 2
Whole- group review of approaches to planning for a micro-teaching session, to focus on tutor-led versus learner-led, individual or collaborative learning, skills or knowledge.
Tutor presentation to cover underlying principles, for example Kolb (activity, reflection, research, planning) and Bloom (knowledge, attitude, skill).
As Kolb’s theory was used in suggested planning of the micro-teach, a small-group activity can be based around the Bloom model. In three small groups, learners plan a 10-minute session on the same subject (eg making a cup of tea but the group can negotiate their own subject), selecting teaching methods for just one approach–one based on a theory session, one based on a skills session and one based on understanding/attitudes/values. (A simpler version can use skills and knowledge.) Each group presents to the other learners.
116 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Peer presentations should be followed by whole-group discussion on how to use their learning in session planning. This could be followed by a tutor summary of the discussion.
Learning outcomes 2 and 3
The clearest way to demonstrate the qualities of a scheme of work is through teaching by example and using the CTLLS programme as a case study for a scheme of work. This is particularly appropriate for a Level 3 context. If learners are provided with the awarding organisation’s requirements (Unit Guidance or the LSIS Units of Assessment), tutor presentation can be used to explain how the requirements are converted into a realistic programme that meets the requirements for content and timing. It should also include reference to alternative, more flexible approaches that aid accessibility, eg distance or blended learning models.
Similarly, session plans can be based on an example of the CTLLS qualification session plans as a case study. The basic structure is usually adopted with:
aims and objectives
timings
subject or technical knowledge and skills content
variety of learning and teaching activities
resources
assessment opportunities (and minimum core)
session evaluation.
Along with aims and objectives, most session plans also include a section to identify any special requirements of the group or individual students where the plan may need to be adapted.
Individual activities can be used to enable learners to compare examples from their own practice with examples provided for the session. This could be done in pair discussions, followed by small group discussions and a nominated individual to feed back to the group the key findings. This should be followed by a tutor summary to highlight examples of good practice in selecting approaches to planning a scheme of work and sessions.
Tutor-led discussion, to explore opportunities for incorporating minimum core into the planning of learning and teaching following on from discussions on session planning.
Learning outcomes 1, 2, 3 and 4
Teaching practice: in observed teaching practice, learners demonstrate the use of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals. Examples should be kept and presented in portfolios.
Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements). This scheme of work should indicate how it meets the needs of all students as well as curriculum requirements.
Learners produce a minimum of three session plans, including elements of the minimum core, which are observed as part of the CTLLS requirements. In terms of good practice, it is desirable for learners to produce session plans to cover all of the 30 hours, teaching practice requirement where possible.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 117
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Learners review and evaluate their own practice and identify ways to improve when planning to meet the needs of students.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Assessment activities
The suggested assessment activities cover the assessment criteria. These are for guidance only and it is recommended that centres adapt Edexcel assessments to meet local needs and resources or write their own assignments.
At Level 3 it is appropriate to provide clear guidelines for what is required in terms of session evaluation or individual reflective activities. These guidelines could be provided with the aid of guided reflection where specific headings are given (linked to specific assessment criteria), plus word counts, to ensure adequate and relevant coverage.
Assessment criteria 1.2 and 1.3
As part of observed teaching practice, learners use outcomes from initial and diagnostic assessment to inform teaching.
Assessment evidence
Assessment records and observation records.
Assessment criteria 2.1
Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets all curriculum and student needs.
Assessment evidence
Teaching portfolio and scheme of work.
Assessment criteria 2.2 and 3.2
Learners produce a minimum of three session plans each of at least 1 hour, which include coverage of elements of the minimum core. If sessions are normally shorter than 1 hour, combine or arrange for an observed session.
Assessment evidence
Teaching portfolio and sessions plans.
Assessment criteria 1.1, 1.3 and 2.3
Learners explain the role of initial and diagnostic assessment in agreeing individual learning goals when planning sessions. This should inform an explanation on how the choice of teaching methods meets the needs of all students for the selected sessions.
Assessment evidence
Session evaluation/s, individual learning review, written reflection and professional discussion.
118 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Assessment criteria 2.4 and 3.1:
Learners explain ways in which session plans can be adapted to meet the individual needs of at least two contrasting students: one competent student and one lacking confidence, or requiring special consideration, eg dyslexic or with English as a second language. An explanation of coverage of minimum core should also be included.
Assessment evidence
Session plans.
Assessment criteria 2.5, 4.1 and 4.2
Using feedback from their students, as well as from their teaching practice observations and self-evaluation, learners reflect on the effectiveness of their own practice, identifying ways in which their own practice in planning meets the needs of their students. They also identify ways to improve practice.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 119
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Assessment evidence
Session evaluation, student feedback, individual learner record and professional discussion.
Indicative resource materials
Textbooks
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Gravells A – Preparing to Teach in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857250537
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
120 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Unit 12: Planning to Meet the Needs of Learners
Unit reference number: A/503/4912
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to agree individual learning goals with their students, to plan inclusive learning and teaching approaches in accordance with internal processes and external requirements and to evaluate their own practice in planning learning and teaching. The unit also covers expectations in relation to the minimum core in planning inclusive learning and teaching.
In line with Level 4 requirements, this unit addresses issues underpinning the planning of learning and teaching from the first point of contact with students, through initial and diagnostic testing. Understanding the role of initial and diagnostic assessment will enable learners to actively negotiate and record individual goals. This, in turn, will enable their students to take increased responsibility for the learning process.
The unit gives learners the opportunity to use the results of initial assessment in planning a scheme of work based on internal processes and external requirements, as well as addressing individual student needs. The CTLLS qualification requires a minimum of 30 hours of teaching practice and this provides a useful framework for the scheme of work. With the requirements for a minimum of three observed learning and teaching sessions, the unit also provides the opportunity for the learner to develop a number of session plans to put into practice in Unit 5: Delivering Lifelong Learning (Level 4).
Within all units is the need to evaluate practice and involve learners in the process in order to develop the best practice in teaching and learning, as well as creating opportunities to incorporate minimum core requirements. This unit also addresses the need to identify ways in which learning and teaching may be adapted to meet individual student needs.
In considering all aspects of learning and teaching holistically, it is helpful to view this unit in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 5: Delivering Lifelong Learning (Level 4) and with Unit 23: Using Resources for Lifelong Learning (Level 4). This unit also provides an opportunity to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), or the Learning and Development equivalent units, Unit 7: Facilitate Learning and Development in Groups (Level 3) and Unit 8: Facilitate Learning and Development for Individuals (Level 3).
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Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The practice required of learners can be with groups, individuals or a combination of both. Observation of learners’ practice can be formative and summative.
12
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
the
role
of
initia
l an
d
dia
gnost
ic a
sses
smen
t in
ag
reei
ng indiv
idual
lea
rnin
g g
oal
s
□
Initia
l, e
g info
rmat
ion f
or
cours
e tu
tor,
curr
ent
leve
ls o
f kn
ow
ledge
and u
nder
stan
din
g,
exis
ting s
kills
, ac
hie
vem
ents
, m
otiva
tion,
bac
kgro
und.
□
Dia
gnost
ic,
eg L
NA/T
NA,
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
) pra
ctic
al s
kills
, le
arnin
g o
r sk
ills
gap
s, b
asic
ski
lls/m
inim
um
co
re,
indiv
idual
support
nee
ds,
pre
ferr
ed lea
rnin
g s
tyle
, w
ork
pla
ce r
equirem
ents
.
□
Lear
nin
g g
oal
s, e
g r
equirem
ents
fro
m lea
rnin
g p
rogra
mm
e,
indiv
idual
or
gro
up c
ontr
acts
, lo
ng o
r sh
ort
ter
m t
arget
se
ttin
g,
action p
lans,
ILP
(in
div
idual
lea
rnin
g p
lan).
1.2
U
se m
ethods
of
initia
l an
d
dia
gnost
ic a
sses
smen
t w
ith
lear
ner
s
□
Initia
l, e
g C
V,
applic
atio
n f
orm
, in
terv
iew
, SW
OT a
nal
ysis
, ques
tionnai
re,
pra
ctic
al e
xerc
ises
or
task
s.
□
Dia
gnost
ic,
eg k
now
ledge
or
phys
ical
ski
lls t
esting,
LNA/T
NA,
onlin
e dia
gnost
ic a
sses
smen
ts,
incl
udin
g
languag
e/lit
erac
y/ n
um
erac
y/IC
T,
obse
rvat
ion r
eport
, pro
fess
ional
dis
cuss
ion.
1
Be
able
to a
gre
e in
div
idual
lea
rnin
g
goal
s w
ith lea
rner
s
1.3
N
egotiat
e an
d r
ecord
indiv
idual
le
arnin
g g
oal
s w
ith lea
rner
s □
N
egotiat
ion,
eg s
elf-
asse
ssm
ent,
tuto
rial
, dis
cuss
ion,
reco
gnis
ing lea
rnin
g o
r sk
ills
gap
s, a
gre
eing s
upport
nee
ds,
id
entify
ing n
eed f
or
refe
rral
as
appro
priat
e, lia
isin
g o
n
beh
alf
of
studen
t.
□
Rec
ord
ing,
eg I
LP,
action p
lans,
pap
er b
ased
or
IT b
ased
, in
stitution’s
pro
cedure
s fo
r re
cord
ing info
rmat
ion,
studen
t ow
ner
ship
, sh
arin
g w
ith inte
rest
ed p
arties
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
23
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
evis
e a
schem
e of
work
in
acco
rdan
ce w
ith inte
rnal
pro
cess
es a
nd e
xter
nal
re
quirem
ents
□
Curr
iculu
m r
equirem
ents
, eg
inte
rpre
tation o
f aw
ardin
g
body,
req
uirem
ents
of
pro
fess
ional
/voca
tional
sta
ndar
ds,
kn
ow
ledge
conte
nt,
ski
lls o
pport
unitie
s, s
equen
cing o
f co
nte
nt,
ass
essm
ent
met
hods
and s
ched
ule
, ev
iden
ce
requirem
ents
, m
oder
atio
n a
nd s
tandar
dis
atio
n.
□
Stu
den
t re
quirem
ents
, eg
lea
rnin
g s
tyle
s, indiv
idual
and
gro
upw
ork
, eq
ual
ity
of
acce
ss,
rein
forc
ing lea
rnin
g,
opport
unitie
s fo
r st
udy
skill
s, t
ime
man
agem
ent,
inte
rest
an
d e
ngag
emen
t, a
ppro
priat
e goal
s, v
arie
ty,
active
le
arnin
g.
2.2
D
evis
e se
ssio
n p
lans
whic
h m
eet
the
aim
s an
d n
eeds
of
all le
arner
s an
d c
urr
iculu
m r
equirem
ents
□
Str
uct
ure
, eg
aim
s an
d o
bje
ctiv
es,
subje
ct k
now
ledge
and
skill
s co
nte
nt,
var
iety
of
lear
nin
g a
nd t
each
ing a
ctiv
itie
s,
tim
ing,
sequen
cing,
pac
ing,
linke
d a
sses
smen
t, inte
ract
ive,
opport
unitie
s fo
r m
inim
um
core
, opport
unitie
s fo
r fe
edbac
k.
□
Stu
den
t nee
ds,
eg lea
rnin
g s
tyle
s, e
xper
iential
lea
rnin
g,
exper
imen
tal or
active
lea
rnin
g,
studen
t-ce
ntr
ed lea
rnin
g,
opport
unitie
s to
dem
onst
rate
and p
ract
ice
skill
s, p
lanned
re
flec
tion,
indiv
idual
ised
lea
rnin
g,
flex
ible
.
2
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
2.3
Ref
lect
on h
ow
tea
chin
g m
ethods
mee
t th
e nee
ds
of
all le
arner
s □
M
ethods,
eg a
ppro
priat
e to
stu
den
t an
d s
ubje
ct,
indiv
idual
an
d c
olla
bora
tive
lea
rnin
g,
lect
ure
s, t
eam
-tea
chin
g,
work
shops,
pra
ctic
al,
rese
arch
, pro
ject
work
, ca
se s
tudie
s,
dis
cuss
ion,
pee
r te
achin
g,
role
pla
y, g
ames
, direc
ted s
tudy.
□
Stu
den
t nee
ds,
eg K
olb
(ac
tivi
ty,
reflec
tion,
rese
arch
, pla
nnin
g),
Blo
om
(kn
ow
ledge,
att
itude,
ski
ll),
acce
ssib
ility
an
d f
lexi
bili
ty t
hro
ugh d
ista
nce
and o
nlin
e, r
esourc
es b
ased
le
arnin
g,
fost
erin
g c
uriosi
ty,
enco
ura
gin
g indep
enden
t le
arnin
g,
studen
t-ce
ntr
ed a
nd e
xper
iential
.
12
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
Id
entify
way
s in
whic
h s
essi
on
pla
ns
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
□
Curr
iculu
m r
equirem
ents
, eg
inte
rpre
tation o
f aw
ardin
g
body,
req
uirem
ents
of
pro
fess
ional
/voca
tional
sta
ndar
ds,
kn
ow
ledge
conte
nt,
ski
lls o
pport
unitie
s, s
equen
cing o
f co
nte
nt,
ass
essm
ent
met
hods
and s
ched
ule
, ev
iden
ce
requirem
ents
, m
oder
atio
n a
nd s
tandar
dis
atio
n.
□
Stu
den
t re
quirem
ents
, eg
lea
rnin
g s
tyle
s, indiv
idual
and
gro
upw
ork
, eq
ual
ity
of
acce
ss,
rein
forc
ing lea
rnin
g,
opport
unitie
s fo
r st
udy
skill
s, t
ime
man
agem
ent,
inte
rest
an
d e
ngag
emen
t, a
ppro
priat
e goal
s, v
arie
ty,
active
le
arnin
g.
2.5
Eva
luat
e opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
in
form
incl
usi
ve p
ract
ice
□
Str
uct
ure
, eg
aim
s an
d o
bje
ctiv
es,
subje
ct k
now
ledge
and
skill
s co
nte
nt,
var
iety
of
lear
nin
g a
nd t
each
ing a
ctiv
itie
s,
tim
ing,
sequen
cing,
pac
ing,
linke
d a
sses
smen
t, inte
ract
ive,
opport
unitie
s fo
r m
inim
um
core
, opport
unitie
s fo
r fe
edbac
k.
□
Stu
den
t nee
ds,
eg lea
rnin
g s
tyle
s, e
xper
iential
lea
rnin
g,
exper
imen
tal or
active
lea
rnin
g,
studen
t-ce
ntr
ed lea
rnin
g,
opport
unitie
s to
dem
onst
rate
and p
ract
ice
skill
s, p
lanned
re
flec
tion,
indiv
idual
ised
lea
rnin
g,
flex
ible
.
3
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.1
Rev
iew
way
s in
whic
h e
lem
ents
of
the
min
imum
core
can
be
dem
onst
rate
d in p
lannin
g
incl
usi
ve lea
rnin
g a
nd t
each
ing
□
Met
hods,
eg a
ppro
priat
e to
stu
den
t an
d s
ubje
ct,
indiv
idual
an
d c
olla
bora
tive
lea
rnin
g,
lect
ure
s, t
eam
-tea
chin
g,
work
shops,
pra
ctic
al,
rese
arch
, pro
ject
work
, ca
se s
tudie
s,
dis
cuss
ion,
pee
r te
achin
g,
role
pla
y, g
ames
, direc
ted s
tudy.
□
Stu
den
t nee
ds,
eg K
olb
(ac
tivi
ty,
reflec
tion,
rese
arch
, pla
nnin
g),
Blo
om
(kn
ow
ledge,
att
itude,
ski
ll),
acce
ssib
ility
an
d f
lexi
bili
ty t
hro
ugh d
ista
nce
and o
nlin
e, r
esourc
es-b
ased
le
arnin
g,
fost
erin
g c
uriosi
ty,
enco
ura
gin
g indep
enden
t le
arnin
g,
studen
t-ce
ntr
ed a
nd e
xper
iential
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
25
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Apply
min
imum
core
ele
men
ts in
pla
nnin
g incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Lear
nin
g o
pport
unitie
s, e
g g
roup d
iscu
ssio
n,
indiv
idual
or
gro
up p
rese
nta
tions,
loca
ting a
nd p
roce
ssin
g info
rmat
ion
and r
espondin
g t
o o
ther
s, n
ote
-tak
ing,
pro
ject
work
, re
sear
ch r
eadin
g a
nd o
nlin
e, d
ata
colle
ctio
n a
nd a
nal
ysis
; te
achin
g e
g im
pro
ving lea
rnin
g,
dev
elopin
g s
kills
, opport
unitie
s fo
r nat
ura
lly o
ccurr
ing e
viden
ce,
rele
vance
, in
tegra
ted,
mea
nin
gfu
l, lin
ked t
o s
tuden
t nee
ds.
4.1
Rev
iew
ow
n p
ract
ice
in p
lannin
g
to m
eet
the
nee
ds
of
lear
ner
s □
Evi
den
ce,
eg s
elf-
asse
ssm
ent,
form
al e
valu
atio
n
pro
cedure
s, f
eedbac
k fr
om
stu
den
ts,
appra
isal
fee
dbac
k fr
om
tea
m r
evie
w o
r lin
e m
anag
er,
info
rmal
fee
dbac
k fr
om
pee
rs a
nd s
tuden
ts.
□
Sch
eme
of
work
, eg
effec
tive
nes
s in
ach
ievi
ng g
oal
s,
mee
ting t
imes
cale
, co
nte
nt
cove
rage,
ski
lls a
nd k
now
ledge
requirem
ents
, as
sess
men
t re
quirem
ents
.
□
Ses
sion p
lannin
g,
eg s
truct
ure
, tim
ings,
res
ourc
es,
variet
y of
lear
nin
g a
nd t
each
ing a
ppro
aches
, in
tegra
tion o
f m
inim
um
core
, ap
pro
priat
e as
sess
men
t opport
unitie
s,
studen
t in
volv
emen
t, s
tuden
t sa
tisf
action a
nd a
chie
vem
ent.
4
Be
able
to e
valu
ate
ow
n p
ract
ice
in
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
4.2
Anal
yse
way
s to
im
pro
ve o
wn
pra
ctic
e in
pla
nnin
g t
o m
eet
the
nee
ds
of
lear
ner
s
□
Opport
unitie
s, e
g iden
tify
ing o
pport
unitie
s fo
r CPD
, m
ento
ring t
o s
upport
indiv
idual
pra
ctic
e, t
eam
work
ing t
o
support
dev
elopm
ent,
inte
rnal
ver
ific
atio
n a
t pla
nnin
g s
tage,
w
ork
shad
ow
ing o
f pla
nnin
g r
ole
, aw
ardin
g o
rgan
isat
ion
trai
nin
g o
r updat
ing o
f cu
rric
ulu
m r
equirem
ents
, re
alis
tic
goal
s an
d t
arget
s fo
r ow
n d
evel
opm
ent,
updat
ing t
echnic
al
know
ledge
and e
xper
tise
, ex
plo
ring n
ew m
odes
of
del
iver
y an
d a
sses
smen
t, c
ontr
ibuting t
o c
urr
iculu
m d
evel
opm
ent.
126 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery Whilst the practical element of both the Level 3 and Level 4 units are identical, this unit requires greater underpinning knowledge. The units can be delivered together, with the distinction becoming evident through the assessment strategy.
For the Level 3 programme, it is possible for learners to work primarily from pre-prepared programmes and plans for the majority of their teaching practice. At Level 4, learners are required to review and analyse their choices and actions.
Teaching practice gives learners opportunities to select learning and teaching approaches from a range of contexts, reflecting different curriculum or student needs. As a result, there are opportunities for individuals to provide individual case studies, as well as mini-presentations, in order to adopt a strongly student-centred approach to the delivery of this unit.
The groundwork for this unit will already have been covered by Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3) or by Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). It is important to review and build on what has been covered in previous units to avoid duplication and over-teaching.
Through designing, delivering and evaluating the micro-teaching session, learners are able to review the skills, knowledge and understanding that underpin learning and teaching as well as draw from their own experiences in lifelong learning through their teaching practice. This unit provides the opportunity to compare the approach suggested for planning the micro-teach (Kolb’s learning cycle) with alternative approaches such as Bloom’s Taxonomy or Gardner’s Multiple Intelligences. This can be linked in with the initial or diagnostic testing normally used by centres. Learners can be actively involved in the testing and in interpreting the results in terms of the implications for planning a scheme of work as well as session planning.
It is essential that learners appreciate the significance of their own learning both through teaching in the classroom and learning in the workplace in order to bring evidence from their own experience and contribute to the delivery of this unit.
Instead of predominantly tutor-led sessions, where individuals are considered to be preparing to teach, the delivery of this unit should focus more on learner-centred approaches. These should be based on individual researching. Throughout delivery of the units in this qualification, learners will be developing skills, knowledge and understanding. As part of this process, when analysing approaches to teaching and learning, they should be provided with opportunities to draw on their own experiences, and those of their peers, as well as those of the more experienced practitioner. As learner responsibility is at the core of all the units, tutors should use opportunities for teaching by example to reinforce this.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 127
– Issue 1 – August 2012 © Pearson Education Limited 2012
In promoting best practice, tutor delivery in this unit should focus on structuring schemes of work and session plans that avoid the narrative or scripted approach. By focusing on learning rather than teaching, learners have the opportunity to review different approaches. The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of planning learning and teaching approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, students and context. For this reason, wherever possible, the delivery of the unit should be related to learners’ own teaching situations, students and experiences. In order to provide the required underpinning knowledge, learners should be actively challenged to question the validity of their approaches in order to stimulate the additional research required at Level 4.
Tutor input in delivery should help inform individual practice and group learning by complementing individual case studies, or mini-presentations, and delivering underpinning principles to support rather than lead learner input.
It is important to emphasise links with the current professional standards, discussing the issues raised by the unit content both formally and informally. Learners should use assessment tools to help them evaluate their own performance as a teacher, identifying opportunities for improvement.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor led presentations, whole group activities and discussion, small group activities, individual learner presentations and activities and teaching practice.
The relationship between the units in the CTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Centres who already have a learning programme for the CTLLS qualification will find changes are minimal.
Introduction to unit
At the beginning of the unit, time should be given to discussing learning and assessment activities, including the distinction between the Level 3 and Level 4 requirements, links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace.
Learning outcome 1 Rather than the tutor presentation suggested for the Level 3 unit, at Level 4 it should be possible to draw on learner experiences for the purposes of initial and diagnostic assessment. Review initial and diagnostic assessment approaches such as LNA/TNA (learning or training needs analysis), key skills or minimum core and specialised testing. This could be the basis of whole-group discussion on the role and methods used for initial and diagnostic assessment in different contexts.
Learners carry out an individual initial assessment activity based on what centres currently use as a learning styles questionnaire (for example Honey and Mumford, the VAK test or the Multiple Intelligences questionnaire) to compare the results from at least two different tests.
Following completion of the individual activity, whole group discussion with tutor input could be used to highlight the value of initial and diagnostic assessment to session planning and identifying student needs.
128 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 2
Each member of the group selects and prepares a presentation on one teaching method used with their students. Negotiation in previous session will avoid duplication. Each individual explains underlying principles, eg Kolb (activity, reflection, research, planning) and/or Bloom (knowledge, attitude, skill), and how these have informed their choice of method. Each then provides at least one example or case study to demonstrate how the selected method has been adapted to meet a specific, individual learning need.
Whole group review of presentations alongside approaches to planning for micro-teaching session with tutor-led versus learner-led, individual and collaborative learning, skills or knowledge. This should be followed by discussion to transfer learning to the value for use in session planning.
These two activities should then be summarised by the tutor, with the addition of any important aspects not covered by the group.
Learning outcomes 2 and 3
Tutors can demonstrate the qualities of a scheme of work through teaching by example, using the CTLLS programme as a case study for a scheme of work. Learners can be provided with the awarding organisation’s requirements. The tutor presentation can be used to explain how the requirements are converted into a realistic programme that meets the requirements for content and timing. It should also include mention of alternative more flexible approaches that aid accessibility such as distance or blended learning models.
Similarly, session plans can be based on an example from the CTLLS programme session plans as a case study. The basic structure is usually adopted with:
aims and objectives
timings
subject or technical knowledge and skills content
variety of learning and teaching activities
resources
assessment opportunities (and minimum core)
session evaluation.
Along with aims and objectives, most session plans include a section to identify any special requirements of the group or individuals where the plan may need to be adapted to highlight examples of good practice.
A small group activity using the minimum core documents. Learners divide into four groups; each group prepares an activity (lasting no more than 10 minutes) that could be included in a session plan for one of the minimum core areas (one for language, one for literacy, one for numeracy and one for ICT). Tutors can provide an appropriate level of challenge by selecting a core area that the group has not already covered, eg numeracy, but care should be taken to ensure all areas are covered.
Groups should then be paired and the activity should be actively tested on the partners. Outcomes are fed back through small groups to the whole group.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 129
– Issue 1 – August 2012 © Pearson Education Limited 2012
The above activity should be followed by tutor-led discussion to explore opportunities for incorporating minimum core into the planning of learning and teaching (following on from discussions on session planning).
Using appropriate minimum core documents (key skills/functional skills), individuals prepare an activity to include in one prepared session plan.
Learning outcomes 1, 2 and 3:
In observed teaching practice, learners show use of the outcomes of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals with students. Learners should provide examples of their work. These could be:
a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets the needs of all students and relevant curriculum requirements
a minimum of three session plans, including elements of the minimum core, which are observed as part of the CTLLS programme requirements.
Note: For the purposes of good practice, it is desirable for learners to produce session plans to cover all of the 30 hours of teaching practice where possible, although three are sufficient.
Learning outcome 4
In a reflective journal, learners evaluate their own practice in planning inclusive learning and teaching. In pairs they review their practice and analyse ways to improve it.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
At Level 4, learners need opportunities to demonstrate evidence at the appropriate level. Extended writing showing a range of research and use of Harvard Referencing should be used to support evidence from practical teaching activities. It is possible to use the learning logs approach for assessment and with the addition of a single piece of extended writing develop and demonstrate the level of understanding required for both the Level 3 and the Level 4 versions of this unit. As with all other units in the CTLLS qualification at both Level 3 and Level 4, the practical elements are identical and therefore the assessment of these is common to both. The distinction between the levels is made in the extended writing.
It is important at Level 4 to ensure learners have enough opportunities to demonstrate their ability to expand ideas and develop their understanding through undertaking sufficient background research. In this unit, this relates in particular to the underpinning knowledge required to make initial and diagnostic assessment meaningful as well as the principles of inclusive learning, learning styles and the relationship with the choice of teaching methods. This should link appropriately to the practical teaching activities.
130 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either adapt Edexcel suggestions to meet local needs and resources or write their own assessments.
Assessment criteria 1.2 and 1.3
As part of observed teaching practice, learners show use of the outcomes of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals with students.
Assessment evidence
Record of observation and assessment records.
Assessment criterion 2.1
Learners produce a scheme of work to cover 30 hours of teaching practice (or equivalent to reflect specialist requirements) which meets all student and curriculum requirements.
Assessment evidence
Teaching portfolio and scheme of work.
Assessment criteria 2.2 and 3.2
Learners produce a minimum of three session plans, each of which lasts a minimum of 1 hour and includes elements of the minimum core. These are observed as part of the CTLLS requirements, and also identify opportunities for learners to provide feedback. (If sessions are normally shorter than 1 hour, combine or arrange for an observed session specifically to allow for this.)
Assessment evidence
Teaching portfolio and session plans.
Assessment criterion 3.1
Learners use feedback from students, as well as from teaching practice observations and self-evaluation, to evaluate each observed session. During observation feedback, learners explain how minimum core elements were covered in planning at least one of the sessions.
Assessment evidence
Session evaluation, student feedback, personal learning log and record of professional discussion.
Assessment criteria 1.1, 2.3 and 2.4
Based on appropriate examples of initial and diagnostic assessment, learners use research to analyse the role of initial and diagnostic assessment in selecting teaching methods when planning sessions.
Learners explain how choices of teaching methods meet the needs of all students and help in negotiating individual learning goals.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 131
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learners provide three case studies to show how session plans can be adapted to meet the individual needs of one competent student and one student lacking confidence, plus one requiring special consideration, eg dyslexic or with English as a second language.
Assessment evidence
Written assignment.
Assessment criteria 2.5, 4.1 and 4.2
Using feedback from their students, as well as from their teaching practice observations and self-evaluation, learners reflect on the effectiveness of their own practice, identifying ways in which their own practice in planning meets the needs of their students. They also analyse ways in which they can improve their practice.
Assessment evidence
Written assignment and action plan.
Indicative resource materials
Textbooks
Beere J — The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Gravells A and Simpson S — Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010) ISBN 9781844457984
Gravells A — Preparing to Teach in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857250537
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
132 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 13: Principles of Assessment in Lifelong Learning
Unit reference number: Y/503/1239
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the types and methods of assessment used in lifelong learning, ways to involve students in the assessment process and the requirement to keep assessment records.
Using relevant principles, learners will select appropriate approaches to assessment that meet their students’ needs and formal assessment requirements. This encourages the practice of assessment as an integral part of the learning process.
The unit highlights ways to actively involve students in the assessment process, recognising the role of self- and peer assessment to encourage the sharing of responsibility for assessment with students.
There is a focus on the need for assessment to be recorded, both formally and informally, in a way that is helpful to students, the assessor and the organisation. Assessment records provide a measure of students’ achievement, and should support learning but may also be required formally as a part of the quality assurance of the organisation.
This unit links with the following units: Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement for practice for this unit.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
33
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
types
of
asse
ssm
ent
use
d in lifel
ong lea
rnin
g
□
Typ
e or
purp
ose
, eg
inte
rnal
or
exte
rnal
outc
om
e, initia
l,
dia
gnost
ic,
form
ativ
e, s
um
mat
ive,
short
- or
long-t
erm
goal
s, n
orm
or
criter
ion r
efer
ence
d,
indiv
idual
or
colla
bora
tive
, sk
ills,
know
ledge
or
under
stan
din
g.
1.2
Exp
lain
the
use
of
met
hods
of
asse
ssm
ent
in lifel
ong lea
rnin
g
□
Met
hods,
eg e
xam
inat
ion,
assi
gnm
ent,
pro
ject
-bas
ed,
pra
ctic
al,
port
folio
, se
lf-a
sses
smen
t, r
efle
ctio
n.
□
Appro
aches
, eg
writt
en,
verb
al,
witnes
s st
atem
ent,
pro
fess
ional
dis
cuss
ion,
onlin
e.
1
Under
stan
d t
ypes
an
d m
ethods
of
asse
ssm
ent
use
d
in lifel
ong lea
rnin
g
1.3
Com
par
e th
e st
rength
s an
d
limitat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
□
Purp
ose
, eg
inte
rnal
ly o
r ex
tern
ally
set
and m
arke
d;
stan
dar
dis
atio
n a
nd r
elia
bili
ty a
t diffe
rent
leve
ls,
eg
bet
wee
n s
tuden
ts,
acro
ss o
rgan
isat
ion,
loca
lly,
nat
ional
ly,
appro
priat
e to
stu
den
t or
to s
ubje
ct,
flex
ibili
ty t
o m
eet
indiv
idual
stu
den
t nee
ds.
2.1
Exp
lain
way
s to
invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
□
Engag
emen
t, e
g r
ecognis
ed p
rior
lear
nin
g,
indiv
idual
le
arnin
g p
lan,
self-a
sses
smen
t, indiv
idual
dis
cuss
ion,
neg
otiat
ion,
sett
ing g
oal
s.
□
Ass
essm
ent
activi
ties
, eg
ass
ignm
ents
, Sel
f Ass
essm
ent
Rev
iew
, pai
ring o
r gro
upin
g indiv
idual
s.
2
Under
stan
d w
ays
to invo
lve
lear
ner
s in
the
asse
ssm
ent
pro
cess
2.2
Exp
lain
the
role
of
pee
r-an
d s
elf-
asse
ssm
ent
in t
he
asse
ssm
ent
pro
cess
□
Role
, eg
indiv
idual
res
ponsi
bili
ty,
ow
ner
ship
, as
sess
men
t fo
r an
d w
ith s
tuden
t not
of
studen
t, s
har
ing lea
rnin
g a
nd
asse
ssm
ent
outc
om
es,
reflec
tion,
reco
gnis
ing o
wn s
tren
gth
s an
d n
eeds,
set
ting a
nd o
wnin
g g
oal
s.
13
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
the
nee
d f
or
keep
ing
reco
rds
of
asse
ssm
ent
of
lear
nin
g
□
Rea
sons,
eg lea
rner
’s o
wn p
rogre
ss,
tuto
r’s
indiv
idual
and
gro
up r
ecord
s of
achie
vem
ent,
cours
e re
view
, org
anis
atio
n
audit,
report
ing,
emplo
yer
requirem
ents
, qual
ity
assu
rance
.
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in a
n o
rgan
isat
ion
□
Inte
rnal
, eg
cours
e or
team
rep
ort
ing,
per
form
ance
in
dic
ators
, ve
rifica
tion a
nd q
ual
ity
assu
rance
, org
anis
atio
n
report
ing.
□
Ext
ernal
, eg
aw
ardin
g o
rgan
isat
ion,
insp
ection o
r le
ague
table
s, p
rofe
ssio
nal
bodie
s, f
undin
g.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 135
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
It is recommended that a variety of delivery methods be used in this unit, for example tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group.
Wherever possible, the selected teaching and learning methods should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge required in the learning environment. They will need these skills and knowledge if they are to succeed in an environment that is changing, dynamic and which reinforces the principles of good practice. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible.
Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving and interpersonal skills and learn to transfer them to their students.
It is essential for learners to be able to make the links between the understanding of assessment required in this unit and the practical Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor-led discussions and presentations and small-group and individual activities.
Introduction to unit
At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.
Learning outcome 1
Tutor presentations could be used to provide underpinning knowledge, including samples of the range of assessment types from various contexts.
Small-group activity to evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs. This can be based on contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. This should be followed by feedback to the group.
136 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 2
Based on the learning cycle–Activity, Review, Theory and Apply (Plan), small- group activities to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment. Whole-group activity to exchange assessment activities, undertake peer assessment and provide constructive feedback to each of the small groups.
Learning outcome 3 Tutor presentation to provide coverage of the mechanics of record keeping – as learners from different contexts may have specific knowledge but lack breadth of understanding –especially in justifying the needs.
Individual research activities to clarify specific requirements of external bodies or organisations, with learners producing individual reports to summarise for group.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Using the opportunity for teaching by example, this unit gives the opportunity for self-assessment. Through the reflective elements of the small-group activities, peer assessment and sharing of assessment activities, learners have the opportunity to receive and respond to feedback effectively and summative criterion referenced task/s.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. They are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2 and 1.3
Learners reflect on types of assessment. Small-group activities and whole-group discussions could focus on methods of assessment and strengths and weaknesses.
Assessment evidence
Personal learning log.
Assessment criteria 2.1 and 2.2
Learners participate in a small group activity on peer and self-assessment, followed by a whole group activity for peer assessment.
Assessment evidence
Personal learning log.
Assessment criteria 3.1 and 3.2
Tutor presentations could inform individual research on records of assessment and organisational requirements.
Assessment evidence
Personal learning log, organisation policies and procedures.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 137
– Issue 1 – August 2012 © Pearson Education Limited 2012
Indicative resource materials
Textbooks
Armitage A et al –Teaching and Training in Lifelong Learning, 4th Edition (Open University Press, 2012) ISBN 9780335246281
Gravells A – Principles and Practice of Assessment in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857252609
Petty G–Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials available to download at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement –FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
138 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 14: Principles of Assessment in Lifelong Learning
Unit reference number: R/503/1241
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand how the types and methods of assessment are used in lifelong learning, how to involve students in the assessment process and the requirement to keep assessment records.
Learners will examine and analyse types and methods of assessment in lifelong learning. Using appropriate principles, learners will need to select and evaluate a range of different approaches to assessment that meets student needs and contexts.
The unit provides an opportunity to evaluate the basic principles behind assessment approaches that actively involve students in the assessment process, both individually and with peers. Learners will analyse the role of self-and peer assessment in the assessment process.
This unit requires learners to explain the need for keeping records of assessment, both formally and informally, in a way that is helpful to the student, the assessor and the organisation. As well as supporting learning assessment, records must be recognised as being part of the quality assurance of the organisation.
This unit has strong links with the following units: Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement for practice for this unit.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
39
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
how
typ
es o
f as
sess
men
t ar
e use
d in lifel
ong
lear
nin
g
□
Form
al t
ypes
, eg
initia
l, d
iagnost
ic,
form
ativ
e, s
um
mat
ive,
norm
or
criter
ion r
efer
ence
d,
know
ledge
and u
nder
stan
din
g
or
skill
s, e
lect
ronic
(e-
lear
nin
g a
sses
smen
t).
□
Info
rmal
typ
es,
eg lea
rnin
g c
hec
ks,
per
form
ance
indic
ators
, dis
cuss
ion,
tuto
rial
, m
edal
and m
issi
on.
1.2
Anal
yse
how
ass
essm
ent
met
hods
are
use
d in lifel
ong
lear
nin
g
□
Form
al,
eg e
xam
inat
ion,
assi
gnm
ent,
pro
ject
, pra
ctic
al,
skill
s te
st,
port
folio
, per
form
ance
or
asse
ssm
ent
criter
ia,
onlin
e te
stin
g.
□
Met
hods,
eg e
ssay
, sh
ort
-answ
er,
multip
le c
hoic
e, v
erbal
ques
tionin
g,
obse
rvat
ion o
f pra
ctic
e, lea
rner
rec
ord
, w
itnes
s st
atem
ent,
pro
fess
ional
dis
cuss
ion,
onlin
e, v
ideo
or
audio
re
cord
ing.
1
Under
stan
d h
ow
ty
pes
and m
ethods
of
asse
ssm
ent
are
use
d in lifel
ong
lear
nin
g
1.3
Eva
luat
e st
rength
s an
d
limitat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
□
Purp
ose
, eg
inte
rnal
ly o
r ex
tern
ally
set
and m
arke
d,
clar
ity
of
outc
om
es,
spec
ific
, ap
pro
priat
e to
stu
den
t an
d s
ubje
ct,
studen
t in
volv
emen
t, f
lexi
bili
ty t
o n
eeds.
□
Sta
ndar
dis
atio
n a
nd r
elia
bili
ty a
t diffe
rent
leve
ls,
eg a
cross
org
anis
atio
n,
loca
lly,
nat
ional
ly;
appro
priat
e to
stu
den
t or
to s
ubje
ct.
14
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Eva
luat
e how
to invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
□
Engag
emen
t, e
g R
PL (
Rec
ognitio
n o
f Pr
ior
Lear
nin
g),
ILP
(i
ndiv
idual
lea
rnin
g p
lan),
1:1
tuto
rial
, gro
up a
ctiv
ity,
use
of
appro
priat
e tim
ing a
nd c
onte
xt.
□
Act
ive,
eg s
elf-
and p
eer
asse
ssm
ent,
dis
cuss
ion,
neg
otiat
ion,
studen
t fe
edbac
k on a
sses
smen
t dec
isio
ns,
in
div
idual
res
ponsi
bili
ty a
nd o
wner
ship
, per
sonal
goal
se
ttin
g,
real
istic
action p
lannin
g.
2
Under
stan
d h
ow
to
invo
lve
lear
ner
s in
th
e as
sess
men
t pro
cess
2.2
Anal
yse
the
role
of
pee
r- a
nd
self-a
sses
smen
t in
the
asse
ssm
ent
pro
cess
□
Princi
ple
s, e
g s
kills
req
uired
by
studen
t, s
upport
fro
m
asse
ssor,
sec
ure
conte
xt,
min
imis
ing t
hre
at,
pro
moting
studen
t co
nfiden
ce.
□
Ass
essm
ent
activi
ties
, eg
col
labora
tive
ass
ignm
ents
or
pro
ject
s, 1
:1 f
orm
ativ
e on-t
ask,
ran
dom
or
det
erm
ined
pai
ring o
r gro
upin
g indiv
idual
s, S
AR (
Sel
f Ass
essm
ent
Rev
iew
).
3.1
Exp
lain
the
nee
d t
o k
eep r
ecord
s of
asse
ssm
ent
of
lear
nin
g
□
Form
al,
eg p
rogre
ss c
hec
k, v
alue-
added
per
form
ance
, dia
gnost
ic,
reco
rd o
f ac
hie
vem
ent,
org
anis
atio
n a
udit,
report
ing,
emplo
yer
requirem
ents
; in
form
ativ
e eg
stu
den
t’s
ow
n p
rogre
ss,
tuto
r’s
indiv
idual
and g
roup r
ecord
s of
achie
vem
ent,
cours
e re
view
.
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in a
n o
rgan
isat
ion
□
Rec
ord
des
tinat
ion,
eg s
tuden
t re
cord
s, s
ecurity
, re
port
ing
to p
aren
ts o
r em
plo
yers
, ex
tern
al b
odie
s, insp
ection o
r le
ague
table
s, inte
rnal
ver
ific
atio
n a
nd q
ual
ity
assu
rance
, org
anis
atio
n r
eport
ing a
nd fundin
g,
tuto
r or
team
in
form
atio
n,
studen
t nee
ds,
support
nee
ds.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 141
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
The teaching and learning methods used in relation to assessment strategies should draw on material from learners’ own personal or professional experience wherever possible. Learners should be encouraged to use their understanding of different types and methods of assessment to provide materials for use in class and in assignments.
Material from learners’ relevant experiences should be supported by references to appropriate theory. Through working with groups of their peers, learners will have the opportunity to explore different approaches to assessment. This could then be used in their own teaching and assessment planning. It is important at this stage of the qualification delivery to focus on learner-centred approaches wherever possible. This unit provides the opportunity for peer teaching using a presentation or micro-teaching format.
Delivery should include opportunities for learners to use individual research in developing underpinning theory and principles that meet the Level 4 requirements of the unit.
This knowledge-based unit is designed to be delivered alongside the practical unit, Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Delivery should, therefore, be divided between formal delivery and directed assessment activities.
The key difference between this unit and the Level 3 unit with the same title is a greater emphasis on the range and depth of theoretical principles. It is therefore important that tutors give appropriate guidance and direction to learners in acquiring the required level of knowledge. Individual learners should follow up any taught sessions with an appropriate level of research.
Centres using the alternative Learning and Development unit, Unit 19: Understanding the Principles and Practice of Assessment (Level 3) may adopt a different approach to the delivery of this unit.
Learning activities
These learning activities have been included as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor led discussions and presentations, whole-group discussion and activities and individual activities. The relationship between the units in the CTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.
142 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 1
Tutor presentation to provide the underpinning knowledge, theoretical principles of assessment practice and examples of the range of assessment types and methods to distinguish between types and methods.
Tutor presentation could be followed by discussion leading to introduction to learning and assessment activities. Small-group presentations could evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs. This could be in contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. Whole-group discussion could follow the small group presentations.
Whole-group activity should be followed up by individual research activity.
Learning outcome 2
Group activities based on the learning cycle provide an opportunity to build assessment more closely into stages of session planning. For Activity, Review, Theory and Apply, use a small-group activity (one to address each stage of the cycle) to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment for a topic of the group’s choice. Paired groups could then be used to exchange assessment activities, undertake peer assessment and provide constructive feedback. Small groups could then feed back for whole-group discussion.
Learning outcome 3
Tutor overview on approaches to the mechanics of record keeping. Where learners from different contexts have specific knowledge but lack breadth of understanding (especially in justifying needs), tutor presentation can focus on developing the necessary breadth of understanding.
Individual research activities to clarify specific requirements of external bodies or organisations as preparation for session, and producing individual reports to summarise for the group.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Using the opportunity for teaching by example, learners can see the process of assessment as an integral part of effective planning in learning and teaching. Through their own assessment experiences, as well as through working in groups with their peers, learners can develop case studies, research and resources to evidence their assessment activities. This must be supported through additional research in keeping with the Level 4 unit requirements.
Learners must be made aware of the range of possible evidence that they can draw on to support this unit which can include: written tasks, a diary or journal, research materials, awarding organisation or assessment documents, records of professional discussions, witness statements.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 143
– Issue 1 – August 2012 © Pearson Education Limited 2012
This unit also provides the opportunity for:
learner self-assessment–through the reflective elements of the small-group activities
peer assessment–as in sharing of assessment activities. Learners have the opportunity to show an ability to effectively receive and respond to feedback
individual research with guided learning activities for extended writing for building of portfolio evidence at Level 4.
If this unit is used as the basis for the micro-teaching activity, in conjunction with the practical Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), it provides an ideal opportunity to include evidence of assessment feedback, from not only the tutor/observer, but also from the peers that make up the learning group. Self-assessment is also a crucial aspect of the reflection required following the micro-teaching activity. Self-assessment can incorporate feedback into the extended writing activity and provide the links between theory and practice.
It is particularly important at Level 4 to ensure that there are adequate opportunities for learners to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing to evidence background reading. The use of the standard Harvard Referencing system is essential at Level 4. Where brief un-referenced reports are required they should be balanced with a more extended piece of written work where referencing is appropriate.
Level 3 activities can be used as the basis for the Level 4 assessment, which must also include a piece of extended writing that meets the Level 4 requirements for academic rigour. A straightforward approach would be to create a single, essay-style analysis based on the personal learning log in order to examine strengths and weakness of different types and methods of assessment in lifelong learning and the role of learners and record keeping in the process.
Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) requires learners to use assessment methods to meet the needs of students. Therefore, all the assessment criteria in this unit can be addressed using assessment methods adopted for the micro-teaching session. This provides the opportunity to prepare the assessment aspect of the micro-teach, which can then be evaluated in practice during the micro-teaching session. This will retain the assessment integrity of the unit whilst reducing the need for additional evidence.
Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1 and 3.2
Tutor input and group discussion on types of assessment.
The tutor-led activity could be followed by small-group activities and whole-group discussion on assessment methods, followed by small-and whole-group discussion on strengths and weaknesses. Peer and self-assessment could also be carried out as a group activity.
Tutor presentation with individual research on records of assessment, followed by tutor presentation with individual research on organisation requirements.
Learners undertake individual directed study, examining assessment and record keeping.
144 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment evidence
Personal learning log plus organisation policies and procedures. Extended, referenced piece of research and writing.
Indicative resource materials
Textbooks
Armitage A et al – Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G –Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement –FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 145
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning
Unit reference number: M/503/1229
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning and the relationships between different professionals in the sector. The unit covers responsibilities for maintaining a safe and supportive learning environment for students.
This unit highlights some of the legislative and regulatory requirements that must be met by organisations and individuals to ensure the security and accessibility of learning and teaching. The unit also explores the roles and responsibilities of teachers, trainers and instructors in the different contexts that make up lifelong learning. Learners will address the responsibilities of teachers and trainers in promoting equality and valuing diversity when identifying and meeting students’ needs. The unit gives learners the opportunity to recognise the limitations and boundaries between the teaching role and those of other professionals and the need for possible referral in order to meet the needs of their students.
This unit addresses the specific responsibility of the teacher in promoting a safe and supportive learning environment where their students feel included. By addressing the responsibility for promoting appropriate behaviour, the unit emphasises the role of the teacher in placing their students at the centre of the learning process.
This unit links with the following units in the qualification: Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), Unit 19: Understanding the Principles and Practices of Assessment (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement to undertake practice for this unit.
14
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
□
Ran
ge
of
legis
lation,
eg a
war
din
g o
rgan
isat
ion
requirem
ents
, gove
rnm
ent
bodie
s.
□
Org
anis
atio
nal
sys
tem
s, e
g c
odes
of
pra
ctic
e, e
qual
ity
and
div
ersi
ty,
hea
lth a
nd s
afet
y.
1.2
Exp
lain
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
□
Res
ponsi
bili
ties
for
equal
ity,
eg n
on-d
iscr
imin
atory
pra
ctic
e,
support
.
□
Val
uin
g d
iver
sity
, eg
lea
rnin
g n
eeds,
vis
ual
or
auditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
languag
e.
1.3
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
□
Role
s, e
g t
each
er,
trai
ner
, co
ach,
inst
ruct
or,
ass
esso
r.
□
Res
ponsi
bili
ties
, eg
enfo
rcem
ent
of
org
anis
atio
n p
olic
ies
and
pro
cedure
s, p
repar
atio
n a
nd m
anag
emen
t of
lear
nin
g,
asse
ssm
ent
and r
ecord
kee
pin
g,
work
ing w
ith o
ther
s.
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t of
lear
nin
g n
eeds,
qual
ific
atio
n r
equirem
ents
, phys
ical
nee
ds.
□
Mee
ting n
eeds,
eg p
lannin
g lea
rnin
g,
man
agin
g s
tuden
ts,
reso
urc
ing,
asse
ssin
g.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
47
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
□
Per
sonal
, eg
ski
lls,
exper
ience
, tim
e, r
esourc
es,
job
des
crip
tion.
□
Rel
atio
ns
bet
wee
n t
each
ing r
ole
and o
ther
pro
fess
ional
s, e
g
team
role
s, lin
e m
anag
emen
t, s
upport
pro
fess
ional
s, q
ual
ity
assu
rance
.
2.2
D
escr
ibe
poin
ts o
f re
ferr
al t
o
mee
t th
e nee
ds
of
lear
ner
s □
O
rgan
isat
ion s
yste
ms
and p
roce
dure
s, e
g a
dm
inis
trat
ion,
lear
nin
g s
upport
, st
uden
t se
rvic
es,
web
site
s.
□
Ext
ernal
agen
cies
, eg
spec
ialis
t su
pport
, gove
rnm
ent
agen
cies
, w
ork
rel
ated
, em
plo
yers
.
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Sum
mar
ise
ow
n r
esponsi
bili
ties
in
rel
atio
n t
o o
ther
pro
fess
ional
s □
Per
sonal
, eg
tea
m r
ole
, re
sear
chin
g p
rovi
sion,
repre
senting
studen
ts.
□
Pro
fess
ional
, eg
lia
isin
g,
neg
otiat
ion w
ith p
rofe
ssio
nal
s,
neg
otiat
ing o
n b
ehal
f of
studen
t, c
om
munic
atin
g.
3.1
Exp
lain
ow
n r
esponsi
bili
ties
in
mai
nta
inin
g a
saf
e an
d
support
ive
lear
nin
g e
nvi
ronm
ent
□
Ow
n r
esponsi
bili
ties
, eg
phys
ical
envi
ronm
ent,
incl
udin
g
appro
priat
e ve
nue,
hea
lth a
nd s
afet
y, p
lanned
lea
rnin
g
whic
h is
stru
cture
d,
varied
, m
otiv
atin
g,
soci
al e
nvi
ronm
ent
dem
onst
rate
s in
clusi
on,
chal
lengin
g a
nti-s
oci
al b
ehav
iours
, en
coura
gin
g p
eer
support
, re
gula
r m
ainte
nan
ce c
hec
ks.
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
way
s to
pro
mote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
□
Est
ablis
hin
g s
tandar
ds,
eg p
olic
ies
and p
roce
dure
s, z
ero
tole
rance
for
bully
ing,
valu
ing o
f in
div
idual
, m
odel
ling o
f des
ired
beh
avio
urs
.
□
Stu
den
t re
sponsi
bili
ty,
eg s
tuden
t an
d g
roup c
ontr
acts
, pee
r w
ork
ing,
incl
usi
on,
dis
cuss
ion o
f is
sues
, gro
up
ow
ner
ship
.
148 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
Delivery could include tutor presentations and individual and group activities. It is important to recognise that this is an opportunity for teaching by example. When using group delivery approaches, tutors could also build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge needed in a learning environment.
Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies and problem-solving and interpersonal skills in such a way that they can recognise these as being transferable to their students. The use of ICT or websites should be encouraged for setting up forums or discussion groups.
It is recommended that the delivery of this unit is not overly teacher-centred and that learner-centred approaches are encouraged wherever possible.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The relationship between the units in the CTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit. The range of learning activities suggested for this unit include tutor-led discussions and presentations, small-group activities, group presentations and discussion and individual activities.
As the assessment criteria are similar for both Level 3 and Level 4, it is possible to deliver these units together, although the content and skills for Level 4 require greater depth.
The distinction between levels can be achieved through the work required for assessment.
Some centres may wish to approach the first four units of the CTLLS qualification (which are also the four units that make up the PTLLS qualification) as a single, holistic, integrated activity. This would be possible with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro-teaching putting them into practice. This would then require a summative evaluation and list of development needs.
Introduction to unit
Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assessments across all four units. This is usually most effective if tutor led.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 149
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcomes 1 and 2
These learning outcomes are suited to directed individual study with each learner, or group of learners, researching different aspects of legislation, regulatory requirements and codes of practice and sharing their findings with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations and approaches that could be used with their students.
Tutor-led group discussion on responsibilities for promoting equality and diversity, drawing on experiences from different contexts in the group. This can be followed through with descriptions of points of referral for students. Individual reflective activities can be included in learner records.
Based on three key areas –own role and responsibilities, sharing experiences in identifying the needs of students and boundaries and relationships between teaching roles and other professional roles.
Learning outcome 3
Tutor-led session on methods of maintaining a purposeful environment and promoting appropriate behaviour. Learners reflect on their own learning and then apply this to their own teaching context in completing assignments.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and be given opportunities to draw on relevant experiences when completing their assignments. Through their own experiences, as well as through working in groups with their peers–in a classroom or online–
learners can develop case studies, research and resources to evidence their assessment activities.
Learners must be made aware of the range of possible evidence that they can draw on to support this unit, which can include: written tasks, a diary or journal, research materials, records of professional discussions, witness statements, organisation and/or other formal documents, curriculum vitae and job description.
It is important for learners to understand how evidence from the following units can help inform roles, responsibilities and relationships: Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), Unit 13: Principles of Assessment in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. They are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1 and 3.2
Learners fill out personal learning logs in which they reflect on legislation through mini-presentations (AC 1.1), roles and responsibilities activities (AC 1.3, 1.4, 2.1, 2.3), equality, diversity and referral activities (AC 1.2, 2.2), and creating a purposeful environment (AC 3.1, 3.2).
150 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment evidence
Personal learning log, written record and research materials.
Indicative resource materials
Textbooks
Gravells A and Simpson S – Equality and Diversity in the Lifelong Learning Sector, 1st Edition (Learning Matters, 2009) ISBN 9781844451975
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G–Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials available to download at www.geoffpetty.com)
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Education–Education Publishing Company
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.crll.org.uk Centre for Research in Lifelong Learning
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.ifl.ac.uk Institute for Learning
www.liflelonglearning.co.uk Lifelong Learning
www.lifelonglearningnetworks.org.uk Lifelong Learning Networks National Forum
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.uall.ac.uk Universities Association for Lifelong Learning
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 151
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning
Unit reference number: M/503/1232
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning, as well as the relationship between different professionals in lifelong learning. There is also a focus on the specific responsibility for maintaining a safe, supportive and inclusive learning environment for students.
This unit enables learners to address a range of legislative or regulatory requirements that impact on the lifelong learning sector. Learners will explore and analyse the specific responsibilities of teachers and trainers in promoting equality and valuing diversity in different contexts in order to understand, identify and meet the needs of a range of learners.
Learners will analyse the limitations and boundaries between the teaching role and those of other professionals, as well as reviewing points of referral to meet the needs of students. This includes reference to the principles that underlie the responsibilities and relationships in lifelong learning. In addition to establishing and maintaining a safe, supportive and inclusive learning environment, learners will find out how to promote appropriate behaviour and respect for others. In this way, learners are able to develop an understanding of their own responsibility for promoting an environment where their students feel included and they are central to the learning process.
Theory and practice can be combined by linking this unit with other relevant units, including: Unit 10: Manage Learning and Development in Groups (Level 4), Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Unit 19: Understanding the Principles and Practices of Assessment (Level 3) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement to undertake practice for this unit.
15
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
□
Ran
ge
of
legis
lation,
eg g
ove
rnm
ent
bodie
s, p
rofe
ssio
nal
sta
ndar
ds,
aw
ardin
g o
rgan
isat
ion r
equirem
ents
; org
anis
atio
nal
polic
ies
and
pro
cedure
s eg
codes
of
pra
ctic
e, e
qual
ity
and d
iver
sity
, hea
lth a
nd
safe
ty,
qual
ity
assu
rance
, st
andar
ds.
1.2
Anal
yse
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
□
Equal
ity,
eg o
pport
unity,
acc
essi
bili
ty,
non-d
iscr
imin
atory
pra
ctic
e,
studen
t su
pport
, w
ork
ing w
ith s
pec
ialis
t ag
enci
es.
□
Val
uin
g d
iver
sity
, eg
lea
rnin
g n
eeds,
exp
erie
nce
s, b
ackg
round,
visu
al
or
auditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
.
1.3
Eva
luat
e ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
□
Indiv
idual
role
s, e
g s
pec
ialis
t te
acher
, tr
ainer
, tu
tor,
coac
h,
inst
ruct
or,
men
tor.
□
Profe
ssio
nal
role
s, e
g p
lannin
g lea
rnin
g a
nd a
sses
smen
t, r
ecord
ke
epin
g,
verifier
, te
am m
ember
, vo
cational
spec
ialis
t, e
mplo
yer
liais
on.
□
Res
ponsi
bili
ties
, eg
org
anis
atio
n p
olic
ies
and p
roce
dure
s, q
ual
ific
atio
n
requirem
ents
, pro
fess
ional
sta
ndar
ds,
man
agin
g lea
rnin
g a
nd
studen
ts.
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Rev
iew
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, L
NA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), q
ual
ific
atio
n r
equirem
ents
, phys
ical
or
inte
llect
ual
and e
motional
nee
ds,
lea
rnin
g s
tyle
s.
□
Mee
ting n
eeds,
eg p
lannin
g lea
rnin
g,
man
agin
g s
tuden
ts,
reso
urc
ing,
asse
ssin
g,
support
ing,
faci
litat
ing,
team
work
ing.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
53
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Anal
yse
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
□
Profe
ssio
nal
, eg
org
anis
atio
nal
, w
ork
ing e
nvi
ronm
ent,
voca
tional
ex
per
ience
, tim
e, r
esourc
es,
stan
dar
ds,
job d
escr
iption.
□
Per
sonal
, eg
subje
ct k
now
ledge,
ski
lls,
exper
ience
, co
nfiden
ce;
oth
er
pro
fess
ional
s eg
tea
m r
ole
s, lin
e m
anag
emen
t, o
rgan
isat
ion
hie
rarc
hy,
support
pro
fess
ional
s, q
ual
ity
assu
rance
, re
leva
nt
exte
rnal
pro
fess
ional
s.
2.2
Rev
iew
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s □
O
rgan
isat
ion s
yste
ms
and p
roce
dure
s, e
g a
cadem
ic,
voca
tional
, per
sonal
, ad
min
istr
atio
n,
lear
nin
g s
upport
, st
uden
t se
rvic
es,
spec
ific
le
arnin
g n
eeds
pro
visi
on,
web
site
s.
□
Info
rmal
, eg
subje
ct s
pec
ialis
t, c
olle
ague,
pee
rs;
exte
rnal
agen
cies
eg
spec
ialis
t su
pport
, gove
rnm
ent
agen
cies
, w
ork
-rel
ated
, em
plo
yers
.
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Eva
luat
e ow
n r
esponsi
bili
ties
in
rela
tion t
o o
ther
pro
fess
ional
s □
Pe
rsonal
, eg
tea
m r
ole
, w
ork
ing w
ith o
ther
s, n
egotiat
ing o
n b
ehal
f of
studen
t, r
epre
senting,
com
munic
atin
g,
rese
arch
ing p
rovi
sion,
reco
gnis
ing o
wn lim
itat
ions,
join
ing p
rofe
ssio
nal
body.
□
Pro
fess
ional
, eg
lia
isin
g a
s ap
pro
priat
e, n
egotiat
ion w
ith
pro
fess
ional
s, w
ork
ing a
s a
team
mem
ber
.
15
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
to e
stab
lish a
nd
mai
nta
in a
saf
e an
d s
upport
ive
lear
nin
g e
nvi
ronm
ent
□
Phys
ical
envi
ronm
ent,
eg a
ppro
priat
e ve
nue,
hea
lth a
nd s
afet
y,
sele
ctin
g e
quip
men
t.
□
Plan
ned
lea
rnin
g,
eg s
truct
ure
d,
varied
, ap
pro
priat
e le
vel of
chal
lenge,
motiva
ting,
reso
urc
ing.
□
Soci
al e
nvi
ronm
ent,
eg incl
usi
on,
valu
ing d
iver
sity
, ch
alle
ngin
g a
nti-
soci
al b
ehav
iours
, en
coura
gin
g p
eer
support
.
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
how
to p
rom
ote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
□
Appro
priat
e beh
avio
urs
, eg
tow
ards
teac
her
, pee
rs,
oth
ers.
□
Est
ablis
hin
g s
tandar
ds,
eg p
olic
ies
and p
roce
dure
s, z
ero t
ole
rance
for
bully
ing,
valu
ing o
f in
div
idual
, m
odel
ling o
f des
ired
beh
avio
urs
; st
uden
t re
sponsi
bili
ty e
g s
tuden
t an
d g
roup c
ontr
acts
, pee
r w
ork
ing,
dis
cuss
ion o
f is
sues
, gro
up ‘ow
ner
ship
’.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 155
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
It is recommended that a variety of delivery methods are used in this unit, tutor presentations and individual and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could also build in opportunities, through mini- presentations, for learners to compare and contrast their own working practices and contexts with that of others in the group. This will help learners to develop reflective practices and recognise the importance of transferability of skills and knowledge in a learning environment.
It is important to provide a suitable level of challenge and breadth of study to meet the Level 4 requirements of the unit. The key difference between this unit at Level 4 and the same unit at Level 3 is that at Level 4 greater emphasis is placed on theory, underpinning knowledge and learning skills. This means that tutor presentations should use a greater range and depth of theoretical principles. Emphasis should also be on the need for individual learners to follow up any taught sessions with analysis, evaluation and research. This research should be reinforced as the underlying character of the Level 4 qualification so that learners become familiar with the need to include referencing in their own work. The activities suggested overleaf would allow for Level 3 and Level 4 to be delivered together, with the distinction between the two levels becoming evident through the assessment.
Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Through working with groups of peers, learners have the opportunity to develop problem-solving and interpersonal skills, which they can transfer to their own students. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
It is important not to over-teach this unit. The focus should be on learner-centred approaches wherever possible. Individual and directed research and the internet should be used to develop underpinning theory and reinforce understanding appropriate to Level 4.
This knowledge unit should be delivered in conjunction with Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts it is recommended that the learning time be divided equally between formal delivery and directed assessment activities. Some centres may wish to approach the first four units of the CTLLS qualification (which are also the four units that make up the PTLLS qualification) as a single, holistic, integrated activity, or integrate the theory with the practical assessment to form a continuous programme, combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be delivered in any order.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor-led discussions and presentations, group activities and presentations, individual learner presentations and other individual activities.
156 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
The activities are based on a Level 3 learning plan which enables Levels 3 and 4 to be delivered together, with the distinction between the levels being achieved through the standard of work required in the assessment evidence.
Introduction to unit
Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assignments across units. This is usually most effective when tutor led.
Learning outcomes 1 and 2
Due to the specificity of contextualised legal requirements and in order to avoid over-reliance on tutor-led sessions, these learning outcomes are suited to directed individual study. Each learner or group of learners could research different aspects of legislation, regulatory requirements and codes of practice. Learners should share this information with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations.
Learners participate in small-group activities with group presentations and discussion on three key areas: own role and responsibilities; experiences in identifying the needs of their own students; the boundaries and relationships between the teaching role and other professional roles.
A tutor presentation could provide structure to the outcomes of the group activities above. This could be followed by a tutor-led discussion, leading to a practical activity carried out by individuals or small groups. The activity focuses on problem solving by identifying and developing solutions to meet student needs.
Learning outcome 3
A tutor-led session focusing on the methods of maintaining a purposeful environment and promoting appropriate behaviour, based on skills, knowledge and understanding. Learners reflect on their own learning and then apply their knowledge to their own teaching context.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The process of assessment should be an integral part of effective planning of learning and teaching. This should involve actively drawing on relevant experiences and issues raised through the session when completing assessments. Through their own experiences, as well as through working in groups with their peers, learners can develop case studies and resources to evidence their assessment activities.
Evidence for the unit can include: written tasks, diary or journal, research materials, records of professional discussion or witness statements, organisational or other formal documents, curriculum vitae and job description. At Level 4, learners should reference background reading appropriately and explain the links between principles and practice.
It is important for learners to understand how evidence from the following units can help inform roles, responsibilities and relationships: Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 18: Understanding Inclusive
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 157
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning and Teaching in Lifelong Learning (Level 4), and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, links should be made to the relevant Learning and Development units: Unit 10: Manage Learning and Development in Groups (Level 4) and Unit 19: Understanding the Principles and Practices of Assessment (Level 3).
Some centres may wish to assess all of the first four units (PTLLS) as a single, holistic, integrated assignment, for example with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with the micro-teaching evidenced through practice. This would then require a summative evaluation and requirements for development with appropriate word counts and pointers towards referencing throughout.
Assessment activities
Below are some suggested assessment activities that cover all the assessment criteria. This differs from the assessment suggested for Level 3 in terms of the breadth required. Activities should be approached holistically and the links between tasks reinforced. These are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources as required.
Assessment criteria 1.1, 1.2, 1.3 and 1.4
Learners research an agreed aspect of legislation, regulatory requirements and codes of practice relating to their own role and responsibilities.
Learners use findings from their individual research to make a mini presentation to members of their group.
Learners follow up their mini-presentations by writing a brief report to summarise their own findings, along with issues raised by others in the group. The report should cover the widest possible range of areas in lifelong learning. Learners analyse their own responsibilities in promoting equality and demonstrating the valuing of diversity. In doing so, they use their research into equality and diversity legislation and their own understanding of possible needs of their students. Learners could obtain a copy of their own contract or job description. Alternatively, an equivalent job advertisement from a newspaper would suffice. For each aspect of the role, learners write their own review of the associated responsibilities in lifelong learning, making specific reference to their own responsibility for identifying and meeting the needs of their students.
Assessment evidence
Mini-presentations, brief written report and research materials.
Assessment criteria 2.1, 2.2 and 2.3
Whole-group discussion on equality and diversity followed by small-group activities associated with roles and responsibilities.
Individual activity to complete personal learning logs, producing a follow-up record of discussion. Using their earlier research on codes of practice and roles and responsibilities, learners explain what they see as the boundaries between their own role as a teacher and other professional roles in lifelong learning. They also explain their own responsibilities in relation to other professionals. Specific reference should be made to points of referral available for their own students where learners feel this is beyond the boundaries of their own role.
158 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment evidence
Personal learning log and brief written review.
Assessment criteria 3.1 and 3.2 A tutor-led discussion on maintaining a safe and supportive learning environment.
Learners describe individually what is meant by a ‘safe and supportive learning environment’ and suggest how, as a teacher, they would establish, maintain and promote this and ensure their students also take responsibility through appropriate behaviour.
Assessment evidence
Personal learning log, brief written review, extended written assessments, with references included.
Indicative resource materials
Textbooks
Armitage A et al – Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J – Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.ifl.ac.uk Institute for Learning
www.lifelonglearningnetworks.org.uk Lifelong Learning Networks National Forum
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 159
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning
Unit reference number: T/503/1233
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of the unit is to enable learners to understand learning and teaching strategies and approaches in lifelong learning and how to use them to meet the needs of students. The unit covers how to create a learning environment that engages and motivates students.
This unit enables learners to recognise different approaches to learning and teaching that reflect their students’ needs and different learning styles, as well as the requirements of their specialist area.
There is a focus on creating an inclusive learning environment, working with ground rules that promote respect for others. The unit addresses the importance of inclusion in selecting learning and teaching techniques, resources and assessment opportunities so that these meet the needs of students and promote learning, whilst providing opportunities to practise skills in language, literacy, numeracy and ICT.
This unit has specific links with the following units: Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement to undertake practice for this unit.
16
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
lear
nin
g a
nd
teac
hin
g s
trat
egie
s use
d in o
wn
spec
ialis
m
□
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
sk
ills,
under
stan
din
g.
□
Str
ateg
ies,
eg v
arie
d,
lear
ner
-cen
tred
, in
div
idual
or
gro
up
work
, flex
ible
, re
leva
nt.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT
(info
rmat
ion a
nd lea
rnin
g t
echnolo
gy)
.
1.2
Exp
lain
how
appro
aches
to
lear
nin
g a
nd t
each
ing in o
wn
spec
ialis
m m
eet
the
nee
ds
of
lear
ner
s
□
Lear
nin
g c
ycle
, eg
Kolb
(ac
tive
exp
erim
enta
tion,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
co
nce
ptu
alis
atio
n).
□
Lear
nin
g s
tyle
s, e
g H
oney
and M
um
ford
(ac
tivi
st,
reflec
tor,
th
eorist
, pra
gm
atis
t);
effe
ctiv
enes
s eg
SW
OT a
nal
ysis
(s
tren
gth
s, w
eakn
esse
s, o
pport
unitie
s an
d t
hre
ats)
, ad
apta
bili
ty,
flex
ibili
ty,
fit
for
purp
ose
.
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
D
escr
ibe
aspec
ts o
f in
clusi
ve
lear
nin
g
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, indiv
idual
nee
ds,
le
arnin
g s
tyle
s, s
upport
nee
ds.
□
Str
ateg
ies,
eg I
LP (
indiv
idual
lea
rnin
g p
lans)
, va
ried
and
flex
ible
appro
aches
, ac
tive
lea
rnin
g,
studen
t-ce
ntr
ed,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l-or
larg
e-
gro
up a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
61
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
to s
elec
t in
clusi
ve
lear
nin
g a
nd t
each
ing t
echniq
ues
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
uniq
ue
aspec
ts,
qual
ific
atio
n r
equirem
ents
, sp
ecia
list
know
ledge
and s
kills
.
□
Nat
ure
of
studen
ts,
eg a
ctiv
e, r
efle
ctiv
e, t
heo
rist
s,
pla
nner
s, indiv
idual
nee
ds,
gro
up s
ize
and d
iver
sity
.
□
Issu
es,
eg p
hys
ical
or
econom
ic c
onst
rain
ts,
reso
urc
es,
soci
al a
nd inte
llect
ual
mix
.
2.2
Exp
lain
how
to s
elec
t re
sourc
es
that
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t.
□
Pra
ctic
ality,
eg s
uitab
ility
, av
aila
bili
ty,
acce
ssib
ility
, flex
ibili
ty,
finan
cial
const
rain
ts,
tech
nic
al iss
ues
, fit
for
purp
ose
.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
□
Form
al a
nd info
rmal
chec
ks o
n lea
rnin
g,
purp
ose
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, org
anis
atio
n
requirem
ents
, re
cord
ing p
rogre
ss,
report
ing,
opport
unitie
s to
pro
vide
studen
t w
ith f
eedbac
k, p
roduct
or
pro
cess
, ongoin
g.
□
Appro
priat
enes
s, e
g t
o s
kills
, kn
ow
ledge
and
under
stan
din
g,
tim
ely,
suitab
le,
addre
ssin
g indiv
idual
nee
ds.
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Exp
lain
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
□
Lite
racy
, eg
res
earc
h,
writt
en a
ctiv
itie
s, r
efle
ctiv
e w
riting.
□
Languag
e, e
g d
iscu
ssio
n,
deb
ate,
sm
all-
gro
up a
ctiv
itie
s,
pre
senta
tions.
□
Num
erac
y, e
g r
ecord
s, t
allie
s, m
easu
ring,
gra
phs.
□
ICT,
eg r
esea
rch,
assi
gnm
ent
writing,
foru
ms,
min
i-pre
senta
tions.
16
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
way
s to
engag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
□
Engag
ing,
eg s
tim
ula
ting,
varied
appro
aches
, ac
tive
, re
leva
nt,
cle
ar a
nd s
har
ed o
utc
om
es,
indiv
idual
and g
roup
activi
ties
.
□
Motiva
ting,
eg r
ange
of
teac
hin
g a
nd lea
rnin
g s
tyle
s,
studen
t in
volv
emen
t an
d o
wner
ship
of
targ
ets,
rec
ognis
ing
achie
vem
ents
.
□
Equal
ity
of
opport
unity,
eg a
cces
sibili
ty,
diffe
rentiat
ion,
studen
t-ce
ntr
ed.
3.2
Sum
mar
ise
way
s to
est
ablis
h
gro
und r
ule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
□
Stu
den
t par
tici
pat
ion,
eg L
NA/T
NA (
lear
nin
g o
r tr
ainin
g
nee
ds
anal
ysis
), n
egotiat
ion,
explo
ring d
iver
sity
, id
entify
ing
indiv
idual
and g
roup n
eeds,
val
uin
g c
ontr
ibutions
of
oth
ers,
under
stan
din
g t
he
nee
d f
or
resp
ect.
□
Stu
den
t re
sponsi
bili
ty,
eg indiv
idual
or
gro
up c
ontr
acts
, in
div
idual
gro
und r
ule
s, o
wner
ship
of
lear
nin
g,
pee
r w
ork
ing
or
asse
ssm
ent,
gro
up f
oru
m,
ILP (
indiv
idual
lea
rnin
g p
lans)
.
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Exp
lain
way
s to
giv
e co
nst
ruct
ive
feed
bac
k th
at
motiva
tes
lear
ner
s
□
Provi
din
g f
eedbac
k, e
g f
orm
al a
nd info
rmal
opport
unitie
s,
regula
r, inte
rcep
tion,
task
-focu
sed,
reflec
ting indiv
idual
nee
d,
reco
gnis
ing a
chie
vem
ent.
□
Way
s, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
; te
chniq
ues
eg P
CP (
pra
ise,
critici
sm,
pra
ise)
, m
edal
-and-m
issi
on,
enco
ura
gin
g s
elf-
and p
eer
asse
ssm
ent.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 163
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery Tutor presentations and individual and group activities are especially helpful in the delivery of this unit as they will give learners experience of a range of teaching methods. Mini-presentations will allow learners to compare and contrast their own working practices and contexts with that of others in the group. The unit also gives learners the chance to try out new skills and build on their own experiences. Wherever possible, learning and teaching should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment.
Learners should draw on material from their own experiences to use in class and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies and problem-solving and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. The focus should be on learner-centred approaches wherever possible.
This knowledge-based unit should be delivered alongside the practical Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). In most delivery contexts, time should be divided equally between formal delivery and directed assessment activities. As the assessment criteria in this Level 3 unit are similar to those in the equivalent Level 4 unit with the same title, it is possible for the units to be delivered together. Centres offering the Learning and Development alternative units, Unit 8: Facilitate Learning and Development for Individuals (Level 3) and/or Unit 7: Facilitate Learning and Development in Groups (Level 3), may adopt a different approach to the delivery of this unit.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor-led discussions, small group activities, whole-group discussions and individual activities.
The links between the first four units should be highlighted to demonstrate ways that the assessments, activities and assessment evidence can be related to more than one unit. It is essential for learners to make the links between this unit and the practical Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
The suggested learning activities for this unit are based on micro-teaching.
Introduction to unit
A starting point for this unit could be to negotiate, as a group, ground rules that recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.
164 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 1
Tutor-led activities with the opportunity for question and answer sessions, providing underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles — Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).
Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.
Learning outcomes 1 and 2
A small-group activity to evaluate the effectiveness of different approaches to learning and teaching, linking this to the importance of an inclusive approach. Learners could use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (for example using lists or cards) –one group starts with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans must include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.
A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.
Learning outcome 3
Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session establishes principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.
Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to Unit 13: Principles of Assessment in Lifelong Learning (Level 3).
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and given opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences and through working in groups with their peers– in a classroom or online–learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include: written tasks, a diary or journal, research materials, key skills, basic skills, and functional skills documents, a record of professional discussion and witness statements.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 165
– Issue 1 – August 2012 © Pearson Education Limited 2012
It is important for learners to understand how evidence from the following units can help inform this unit: Unit 13: Principles of Assessment in Lifelong Learning (Level 3), Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). Assessment criteria 1.2 and 2.1 in this unit have particularly important links with Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Some centres may wish to approach the first four units (PTTLS) as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. This would then require a summative evaluation and list of development needs.
Centres using the following Learning and Development alternative units are not required to complete the assessment of this unit: Unit 8: Facilitate Learning and Development for Individuals(Level 3) and Unit 7: Facilitate Learning and Development in Groups (Level 3).
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria through specific entries in a single reflective activity. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2 and 1.3
Tutor presentation on strategies used in lifelong learning. Learners follow up tutor presentation with individual research, including references to own specialism.
Assessment evidence:
Personal learning log (linked to micro-teach).
Assessment criteria 2.1, 2.2, 2.3 and 2.4
Tutor presentation focusing on inclusive strategies.
Learners follow up tutor presentation with individual research, including references to own specialist area.
Tutor presentation focusing on effective learning and teaching, including selection of effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Discussion and mini-presentations to follow the tutor presentation to focus on specific aspects of meetings student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
166 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment evidence
Personal learning log, specific materials relating to functional skills.
Assessment criteria 3.1, 3.2 and 3.3
A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.
Assessment evidence
Personal learning log.
Indicative resource materials
Textbooks
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J – Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 167
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning
Unit reference number: F/503/1235
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand teaching and learning strategies and approaches in lifelong learning and how they can be used to meet the needs of learners. This unit also covers how to create a learning environment that engages and motivates learners.
It is important for a teacher to understand their students’ needs and learning styles, as well as the requirements of their specialist area. This unit helps learners to recognise the effectiveness of different approaches to learning and teaching by requiring them to analyse and evaluate strategies.
The unit examines basic principles and theories of inclusion and gives learners the opportunity to analyse different approaches. The unit extends consideration of inclusion through reviewing resources and assessment opportunities. A review of how to provide opportunities for students to practise a basic level of skills in language, literacy, numeracy and ICT is also required.
The unit covers how underpinning knowledge can inform teaching methods to create a motivating learning environment. Learners will be expected to explain how to establish ground rules to promote respect and review ways to give constructive feedback.
This unit has specific links to the following units: 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement to undertake practice for this unit.
16
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
lear
nin
g a
nd t
each
ing
stra
tegie
s use
d in o
wn
spec
ialis
m
□
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
sk
ills,
under
stan
din
g.
□
Str
ateg
ies,
eg v
arie
d,
lear
ner
-cen
tred
, in
div
idual
or
gro
up
work
, flex
ible
, re
leva
nt.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT
(info
rmat
ion a
nd lea
rnin
g t
echnolo
gy)
.
1.2
Eva
luat
e th
e ef
fect
iven
ess
of
appro
aches
to lea
rnin
g a
nd
teac
hin
g in o
wn s
pec
ialis
t ar
ea in
mee
ting n
eeds
of
lear
ner
s
□
Lear
nin
g c
ycle
, eg
Kolb
(ac
tive
exp
erim
enta
tion,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
co
nce
ptu
alis
atio
n).
□
Lear
nin
g s
tyle
s, e
g H
oney
and M
um
ford
(ac
tivi
st,
reflec
tor,
th
eorist
, pra
gm
atis
t).
□
Effec
tive
nes
s, e
g S
WO
T a
nal
ysis
(st
rength
s, w
eakn
esse
s,
opport
unitie
s an
d t
hre
ats)
, ad
apta
bili
ty,
flex
ibili
ty,
fit
for
purp
ose
.
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
Eva
luat
e as
pec
ts o
f in
clusi
ve
lear
nin
g
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, indiv
idual
nee
ds,
le
arnin
g s
tyle
s, s
upport
nee
ds.
□
Str
ateg
ies,
eg I
LP (
indiv
idual
lea
rnin
g p
lans)
, va
ried
and
flex
ible
appro
aches
, ac
tive
lea
rnin
g,
studen
t-ce
ntr
ed,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l-or
larg
e-
gro
up a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
69
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Anal
yse
incl
usi
ve a
ppro
aches
to
lear
nin
g a
nd t
each
ing
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
uniq
ue
aspec
ts,
qual
ific
atio
n r
equirem
ents
, sp
ecia
list
know
ledge
and s
kills
.
□
Nat
ure
of
studen
ts,
eg a
ctiv
e, r
efle
ctiv
e, t
heo
rist
s,
pla
nner
s, indiv
idual
nee
ds,
gro
up s
ize
and d
iver
sity
.
□
Issu
es,
eg p
hys
ical
or
econom
ic c
onst
rain
ts,
reso
urc
es,
soci
al a
nd inte
llect
ual
mix
.
2.2
Anal
yse
how
to s
elec
t re
sourc
es
to m
eet
the
nee
ds
of
lear
ner
s □
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t.
□
Pra
ctic
ality,
eg s
uitab
ility
, av
aila
bili
ty,
acce
ssib
ility
, flex
ibili
ty,
finan
cial
const
rain
ts,
tech
nic
al iss
ues
, fit
for
purp
ose
.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
□
Form
al a
nd info
rmal
chec
ks o
n lea
rnin
g,
purp
ose
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, org
anis
atio
n
requirem
ents
, re
cord
ing p
rogre
ss,
report
ing,
opport
unitie
s to
pro
vide
studen
t w
ith f
eedbac
k, p
roduct
or
pro
cess
, ongoin
g.
□
Appro
priat
enes
s, e
g t
o s
kills
, kn
ow
ledge
and
under
stan
din
g,
tim
ely,
suitab
le,
addre
ssin
g indiv
idual
nee
ds.
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Rev
iew
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctic
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
□
Lite
racy
, eg
res
earc
h,
writt
en a
ctiv
itie
s, r
efle
ctiv
e w
riting.
□
Languag
e, e
g d
iscu
ssio
n,
deb
ate,
sm
all gro
up a
ctiv
itie
s,
pre
senta
tions.
□
Num
erac
y, e
g r
ecord
s, t
allie
s, m
easu
ring,
gra
phs.
□
ICT,
eg r
esea
rch,
assi
gnm
ent
writing,
foru
ms,
min
i-pre
senta
tions.
17
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
to e
ngag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
□
Engag
ing,
eg s
tim
ula
ting,
varied
appro
aches
, ac
tive
, re
leva
nt,
cle
ar a
nd s
har
ed o
utc
om
es,
indiv
idual
and g
roup
activi
ties
.
□
Motiva
ting,
eg r
ange
of
teac
hin
g a
nd lea
rnin
g s
tyle
s,
studen
t in
volv
emen
t an
d o
wner
ship
of
targ
ets,
rec
ognis
ing
achie
vem
ents
.
□
Equal
ity
of
opport
unity,
eg a
cces
sibili
ty,
diffe
rentiat
ion,
studen
t-ce
ntr
ed.
3.2
Exp
lain
how
to e
stab
lish g
round
rule
s w
ith lea
rner
s to
pro
mote
re
spec
t fo
r oth
ers
□
Stu
den
t par
tici
pat
ion,
eg L
NA/T
NA (
lear
nin
g o
r tr
ainin
g
nee
ds
anal
ysis
), n
egotiat
ion,
explo
ring d
iver
sity
, id
entify
ing
indiv
idual
and g
roup n
eeds,
val
uin
g c
ontr
ibutions
of
oth
ers,
under
stan
din
g t
he
nee
d f
or
resp
ect.
□
Stu
den
t re
sponsi
bili
ty,
eg indiv
idual
or
gro
up c
ontr
acts
, in
div
idual
gro
und r
ule
s, o
wner
ship
of
lear
nin
g,
pee
r w
ork
ing
or
asse
ssm
ent,
gro
up f
oru
m,
ILP (
indiv
idual
lea
rnin
g p
lans)
.
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Rev
iew
way
s to
giv
e co
nst
ruct
ive
feed
bac
k to
motiva
te lea
rner
s □
Pr
ovi
din
g f
eedbac
k, e
g f
orm
al a
nd info
rmal
opport
unitie
s,
regula
r, inte
rcep
tion,
task
foc
use
d,
reflec
ting indiv
idual
nee
d,
reco
gnis
ing a
chie
vem
ent.
□
Way
s, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
; te
chniq
ues
eg P
CP (
pra
ise,
critici
sm,
pra
ise)
, m
edal
-and-m
issi
on,
enco
ura
gin
g s
elf-
and p
eer
asse
ssm
ent.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 171
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
It is recommended that centres use a range of teaching and learning methods for this unit for example individual activities and group activities and tutor presentations. Mini-presentations will enable learners to compare and contrast their own working practices and contexts with that of others in the group. It also allows them to try out new skills and build on their own experiences.
Wherever possible, learning and teaching used should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the importance of the transferability of skills and knowledge in a learning environment.
Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Working with groups of peers, learners will have the opportunity to develop problem-solving and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible. Learners should use individual research and the internet in developing underpinning theory and principles appropriate to the required level of challenge and breadth of study for this Level 4 unit.
This knowledge-based unit should be taught alongside the practical Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts, the recommended number of guided learning hours should be divided equally between formal delivery and directed assessment activities.
A key difference between this Level 4 unit and the Level 3 unit with the same title is that at Level 4 greater emphasis needs to be placed on theory, underpinning knowledge and learning skills. This requires tutor presentations to make use of a greater range and depth of theoretical principles, whilst emphasising the need for individual learners to follow up taught sessions with an appropriate level of research. The suggested learning activities allow for this Level 4 unit and the corresponding Level 3 unit to be delivered together, with differentiation becoming evident through the assessment strategy.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor-led discussions, small-group activities, whole-group discussions and individual activities.
The links between the first four units in the qualification should be highlighted to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit. It is essential for learners to make the links between this knowledge unit and the practical unit, Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
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These learning activities may be incorporated into those of other units to form a continuous programme combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be presented in any order.
Centres using the Learning and Development alternative unit, Unit 10: Manage Learning in Groups (Level 4), may adopt a different approach to the delivery of this unit.
The suggested learning activities for this unit are based on micro-teaching.
Introduction to unit
A starting point for this unit could be to negotiate, as a group, ground rules which recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.
Learning outcome 1
Tutor-led activities with the opportunity for question and answer sessions to provide underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles– Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).
Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.
Learning outcomes 1 and 2
A small-group activity to evaluate the effectiveness of different approaches to teaching and learning and to analyse inclusive approaches. Learners use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (eg using lists or cards)–one group to start with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.
A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.
Learning outcome 3
Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session could establish principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.
Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to Unit 14: Principles of Assessment in Lifelong Learning (Level 4).
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 173
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and be provided with opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences as well as through working in groups with their peers–in a classroom or online–learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include written tasks, a diary or journal, research materials, key skills, basic skills and functional skills documents, a record of professional discussion and witness statements.
It is important for learners to understand how evidence from the following units can help inform this unit: Unit 14: Principles of Assessment in Lifelong Learning (Level 4), Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Assessment criteria 1.2 and 2.1 of this unit have particularly important links with Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Some centres may wish to approach all four units of PTLLS as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. Learners could finish with a summative evaluation and list of development needs.
It is important that Level 4 learners have adequate opportunities to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing of background reading. The use of the standard Harvard referencing system is essential at Level 4. Where brief, unreferenced reports are used to provide the basis of the assessment, they should be balanced by a more extended piece of written work, where referencing is appropriate.
Assessment activities
The assessment activities below are for guidance only and it is recommended that, where appropriate, centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. Level 3 activities are used as the basis for covering the assessment criteria. Using the Level 3 assessment activities as the basis for the extended writing will reinforce the opportunities for delivering Level 3 and Level 4 together; the distinction between levels should be clear in the final assessment evidence. A piece of extended work can be added to meet the Level 4 requirements. This enables tutors to decide the level that learners have the potential of achieving based on the skills, knowledge and understanding they show throughout the unit (or combination of units, if a holistic approach is adopted).
One approach could be to create a single essay-style analysis based on the personal learning log, considering approaches to inclusive, effective and motivational learning and teaching that includes resourcing and assessment. This can also link to Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4).
174 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 1.1, 1.2 and 1.3
Tutor presentation on strategies used in lifelong learning.
Learners follow up tutor presentation with individual research, including references to own specialist area and aspects of inclusive learning.
Assessment evidence Personal learning record (linked to micro-teach).
Assessment criteria 2.1, 2.2, 2.3 and 2.4
Tutor presentation focusing on inclusive strategies.
Learners follow up tutor presentation with individual research, including references to their own specialist area.
Tutor presentation focusing on effective learning and teaching, including inclusive approaches, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Group discussion and mini-presentations to focus on specific aspects of meeting student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Assessment evidence
Personal learning log, specific materials relating to functional skills.
Assessment criteria 3.1, 3.2 and 3.3
A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.
Assessment evidence
Personal learning log.
Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 and 3.3
Individual directed study into effectives of approaches in specialist area.
Assessment evidence
Extended writing with referencing.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 175
– Issue 1 – August 2012 © Pearson Education Limited 2012
Indicative resource materials
Textbooks
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J – Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
176 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 19: Understanding the Principles and Practices of Assessment
Unit reference number: D/601/5313
QCF level: 3
Unit type: Competence
Credit value: 3
Guided learning hours: 24
Unit aim
The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.
Assessment requirements
There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.
The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
77
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
lea
rnin
g a
nd
dev
elopm
ent
□
Funct
ions,
eg m
easu
rem
ent
and r
ecord
ing o
f ac
hie
vem
ent,
id
entifica
tion o
f in
div
idual
stu
den
t nee
ds,
form
ativ
e or
sum
mat
ive
asse
ssm
ent,
fit f
or
purp
ose
, as
sess
men
t ag
ainst
st
andar
ds
and p
erfo
rman
ce/a
sses
smen
t cr
iter
ia,
monitoring
dev
elopm
ent,
evi
den
ce f
or
per
form
ance
rev
iew
/tar
get
s/
ben
chm
arki
ng,
contr
ibuting t
o q
ual
ity
assu
rance
, dev
elopm
ent
of
bes
t pra
ctic
e.
1.2
D
efin
e th
e ke
y co
nce
pts
and
princi
ple
s of
asse
ssm
ent
□
Purp
ose
, eg
who is
it f
or–
lear
ner
, tr
ainer
, as
sess
or,
org
anis
atio
n,
emplo
yer?
; as
sess
men
t as
par
t of
the
lear
nin
g o
r tr
ainin
g c
ycle
, eg
to r
ecognis
e prior
lear
nin
g,
to iden
tify
spec
ific
as
sess
men
t re
quirem
ents
; as
sess
men
t of
spec
ific
lea
rnin
g
dom
ains,
eg B
andle
r an
d G
rinder
’s p
sych
om
oto
r/
cognitiv
e/af
fect
ive–
skill
s, k
now
ledge
or
under
stan
din
g.
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
□
Ran
ge
of
resp
onsi
bili
ties
, eg
to t
he
studen
t, t
he
emplo
yer,
the
org
anis
atio
n,
occ
upat
ional
sta
ndar
ds,
aw
ardin
g o
rgan
isat
ion;
pra
ctic
al r
esponsi
bili
ties
, eg
pla
nnin
g,
man
agin
g a
nd d
eliv
erin
g
asse
ssm
ent;
mai
nta
inin
g t
he
inte
grity
of
the
qual
ific
atio
n;
studen
t-ce
ntr
ed a
sses
smen
t
17
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Id
entify
the
regula
tions
and
requirem
ents
rel
evan
t to
as
sess
men
t in
ow
n a
rea
of
pra
ctic
e
□
Reg
ula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls
Counci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g;
oth
er
regula
tions
eg h
ealth a
nd s
afet
y, e
qual
ity
and
div
ersi
ty/d
isab
ility
act
, dat
a pro
tect
ion,
safe
guar
din
g s
tuden
ts
during a
sses
smen
t; r
ecord
ing/t
rack
ing a
nd loggin
g a
sses
smen
t dec
isio
ns,
com
munic
atin
g d
ecis
ions
with s
tuden
ts,
stan
dar
dis
atio
n,
moder
atio
n a
nd q
ual
ity
assu
rance
of
asse
ssm
ent.
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d
limitat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with
refe
rence
to t
he
nee
ds
of
indiv
idual
lea
rner
s
□
Ran
ge
of
asse
ssm
ent
met
hods
for
per
form
ance
-bas
ed
asse
ssm
ent
of
skill
s or
know
ledge-
bas
ed a
sses
smen
t of
under
stan
din
g,
indiv
idual
or
gro
up a
sses
smen
t; f
it f
or
purp
ose
, eg
stu
den
t nee
ds,
conte
xt;
mea
sure
s of
achie
vem
ent
eg
per
form
ance
crite
ria,
ass
essm
ent
criter
ia,
leve
ls s
tandar
ds;
pra
ctic
al lim
itat
ions,
eg n
um
ber
s in
volv
ed,
range,
opport
unity,
re
liabili
ty,
tim
e co
nst
rain
ts,
reso
urc
es,
staf
fing.
3.1
Sum
mar
ise
key
fact
ors
to
consi
der
when
pla
nnin
g
asse
ssm
ent
□
Form
al,
eg a
ddre
ssin
g r
egula
tions
or
stan
dar
ds,
stu
den
t,
emplo
yer,
busi
nes
s nee
ds;
tim
ing o
f as
sess
men
t, e
g initia
l/pre
-co
urs
e, f
orm
ativ
e, s
um
mat
ive,
rec
ognis
ing p
rior
lear
nin
g;
range
of
met
hods/
activi
ties
to m
eet
studen
t nee
ds,
eg o
bse
rvat
ion,
per
form
ance
evi
den
ce,
dis
cuss
ion,
witnes
s/ s
tuden
t st
atem
ent,
te
sts,
multip
le-c
hoic
e ques
tions,
writt
en a
ctiv
ity,
ref
lect
ive
journ
al,
verb
al q
ues
tionin
g;
nat
ura
lly o
ccurr
ing e
viden
ce;
spec
ific
nee
ds.
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t □
Ben
efits,
eg c
ost
and t
ime
effe
ctiv
enes
s, m
otiva
tional
for
studen
ts e
g p
rom
oting s
tuden
t re
sponsi
bili
ty a
nd s
tuden
t in
volv
emen
t, u
se o
f nat
ura
lly o
ccurr
ing e
viden
ce,
exper
iential
le
arnin
g,
linki
ng d
iffe
rent
aspec
ts o
f le
arnin
g t
hro
ugh
asse
ssm
ent,
tra
nsf
eren
ce o
f sk
ills,
work
-bas
ed o
pport
unitie
s,
rational
isin
g c
olle
ctio
n o
f as
sess
men
t ev
iden
ce,
mee
ting n
um
ber
of
lear
nin
g o
utc
om
es/
asse
ssm
ent
criter
ia,
linke
d k
now
ledge-
bas
ed a
nd p
erfo
rman
ce-b
ased
ass
essm
ent
opport
unitie
s.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
79
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.3
Exp
lain
how
to
pla
n a
holis
tic
appro
ach t
o a
sses
smen
t □
Ran
ge
of
asse
ssm
ent
requirem
ents
and o
pport
unitie
s, e
g
com
pre
hen
sive
appro
ach,
logic
al p
rogre
ssio
n a
nd s
equen
cing,
rela
ted t
o s
pec
ific
conte
xt,
studen
t nee
ds,
pre
fere
nce
s,
work
pla
ce–opport
unitie
s to
use
lin
kages
par
ticu
larly
bet
wee
n
know
ledge
and u
nder
stan
din
g t
o s
kills
req
uirem
ents
, nat
ura
lly
occ
urr
ing e
viden
ce,
appro
priat
e as
sess
men
t opport
unitie
s,
evid
ence
appro
priat
e to
num
ber
of
lear
nin
g
outc
om
es/a
sses
smen
t cr
iter
ia.
3.4
Sum
mar
ise
the
types
of
risk
s th
at m
ay b
e in
volv
ed in
asse
ssm
ent
in o
wn a
rea
of
resp
onsi
bili
ty
□
Org
anis
atio
nal
ris
ks,
eg o
rgan
isat
ional
culture
, ap
pro
priat
e opport
unitie
s fo
r as
sess
men
t, s
taff
occ
upat
ional
or
asse
ssm
ent
exper
ience
; pra
ctic
al r
isks
, eg
hea
lth a
nd s
afet
y, e
qual
ity
and
div
ersi
ty,
dat
a pro
tect
ion,
spec
ific
occ
upat
ional
ris
ks,
studen
t-bas
ed r
isks
, eg
occ
upat
ional
com
pet
ence
, re
sponsi
bili
ty,
motiva
tion;
asse
ssm
ent
risk
s, e
g t
imin
g,
range,
suff
icie
ncy
, bia
s, f
airn
ess.
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough t
he
pla
nnin
g p
roce
ss
□
Cle
ar c
rite
ria
for
asse
ssm
ent,
eg iden
tify
ing/a
ddre
ssin
g s
pec
ific
re
quirem
ents
, st
andar
dis
atio
n o
f pla
nnin
g,
neg
otiat
ing w
ith
studen
t; s
elec
ting a
ppro
priat
e ra
nge
of
asse
ssm
ent
met
hods
appro
priat
e to
conte
xt t
o g
ener
ate
the
required
evi
den
ce;
safe
guar
din
g s
tuden
ts,
eg p
lannin
g f
or
hea
lth a
nd s
afet
y,
equal
ity
and d
iver
sity
, neg
otiat
ing w
ith s
tuden
ts,
appro
priat
e tim
ing o
f as
sess
men
t, c
lear
rec
ord
ing,
trac
king,
loggin
g o
f as
sess
men
t dec
isio
ns.
18
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
import
ance
of
invo
lvin
g t
he
lear
ner
and o
ther
s in
the
asse
ssm
ent
pro
cess
□
Rec
ognis
ing n
eeds,
eg initia
l as
sess
men
t, lea
rnin
g/t
rain
ing n
eeds
anal
ysis
, re
cognis
ing c
urr
ent
leve
l of
know
ledge,
under
stan
din
g,
skill
s an
d e
xper
ience
s; n
egotiat
ing lea
rnin
g e
g t
arget
s, g
oal
s, o
bje
ctiv
es f
or
asse
ssm
ent,
sel
f-as
sess
men
t, ‘bite-
size
chunks
’, m
eanin
gfu
l, r
elev
ant,
m
otiva
tion,
engag
emen
t, invo
lvem
ent,
indiv
idual
res
ponsi
bili
ty;
invo
lvem
ent
with o
ther
s eg
org
anis
atio
n,
colle
agues
, em
plo
yers
, pee
rs,
witnes
ses.
4.2
Sum
mar
ise
types
of
info
rmat
ion
that
should
be
mad
e av
aila
ble
to
lear
ner
s an
d o
ther
s in
volv
ed in
the
asse
ssm
ent
pro
cess
□
Sta
ndar
ds
and c
rite
ria
agai
nst
whic
h t
hey
will
be
asse
ssed
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, occ
upat
ional
sta
ndar
ds,
oth
er
spec
ific
req
uirem
ents
; as
sess
men
t pla
n,
eg s
pec
ific
crite
ria
they
will
be
asse
ssed
agai
nst
, tim
ing,
venue,
met
hods,
exp
ecte
d o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of
asse
ssm
ent,
appea
ls
pro
cedure
; re
quirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
act
ivity,
evi
den
ce r
equired
, as
sess
men
t dec
isio
ns.
4.3
Exp
lain
how
pee
r- a
nd s
elf-
asse
ssm
ent
can b
e use
d
effe
ctiv
ely
to p
rom
ote
lea
rner
in
volv
emen
t an
d p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
□
Peer
fee
dbac
k, e
g f
orm
al o
r in
form
al,
witnes
s st
atem
ents
, pee
r obse
rvat
ions,
fee
dbac
k, w
ork
ing c
olla
bora
tive
ly,
shar
ing g
oal
s,
targ
ets,
giv
ing a
nd r
ecei
ving fee
dbac
k, a
war
enes
s of
risk
s of
appea
ring c
hal
lengin
g o
r co
nfr
onta
tional
; fo
rmal
or
info
rmal
sel
f-as
sess
men
t, e
g S
AR (
Sel
f-Ass
essm
ent
Rev
iew
), initia
l as
sess
men
t,
curr
ent
know
ledge,
under
stan
din
g,
skill
s, o
ccupat
ional
com
pet
ence
, SW
OT (
stre
ngth
s, w
eakn
esse
s, o
pport
unitie
s an
d t
hre
ats)
, re
flec
tion,
iden
tify
ing t
arget
s, t
arget
set
ting,
action p
lannin
g.
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
can
be
adap
ted t
o
mee
t th
e nee
ds
of
indiv
idual
le
arner
s.
□
Neg
otiat
ing a
sses
smen
t nee
ds
with indiv
idual
stu
den
ts,
eg iden
tify
ing
spec
ific
lea
rnin
g/a
sses
smen
t nee
ds,
ran
ge
of
asse
ssm
ent
met
hods,
ac
tivi
ties
to m
eet
diffe
rent
studen
t/co
nte
xt/n
eeds,
alter
nat
ive
asse
ssm
ent
activi
ties
wher
e ap
pro
priat
e, r
epea
ting a
sses
smen
t to
pro
vide
opport
unity
for
exper
iential
lea
rnin
g,
use
of
alte
rnat
ive
asse
ssor,
lea
rnin
g s
upport
, dis
cuss
ion t
o s
upple
men
t prim
ary
evid
ence
; re
cord
ing e
viden
ce o
f as
sess
men
t to
suit s
tuden
t nee
ds,
eg
dig
ital
rec
ord
ing,
audio
/vis
ual
, sc
ribe.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
81
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Exp
lain
how
to judge
whet
her
ev
iden
ce is:
su
ffic
ient
au
then
tic
cu
rren
t
□
Under
stan
din
g r
ule
s of
evid
ence
, eg
mee
ting o
utc
om
es a
nd o
bje
ctiv
es
iden
tified
in a
sses
smen
t pla
n,
evid
ence
is
coher
ent,
acc
essi
ble
, re
alis
tic,
rel
evan
t, a
ttributa
ble
, ac
hie
ved w
ithin
tim
e co
nst
rain
ts;
cred
ible
and c
om
pat
ible
with lea
rnin
g p
rogra
mm
e an
d r
equired
as
sess
men
t outc
om
es,
conte
xt,
adher
ing t
o o
rgan
isat
ion,
indust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
and s
tandar
ds.
5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.2
Exp
lain
how
to e
nsu
re t
hat
as
sess
men
t dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d
criter
ia
va
lid
re
liable
fa
ir
□
Ran
ge
of
evid
ence
, eg
cle
arly
iden
tified
, cu
rren
t, a
ppro
priat
e cr
iter
ia,
valid
curr
ency
, le
vel, a
ttributa
ble
; re
liable
and c
an b
e re
pea
ted o
r le
arnin
g t
ransf
erre
d;
asse
ssm
ent
dec
isio
ns
are
fair e
g w
ithout
bia
s an
d r
elat
e to
the
iden
tified
crite
ria,
com
ply
ing w
ith o
rgan
isat
ion
and/o
r in
dust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
, ad
dre
ssin
g s
pec
ific
stu
den
t nee
ds.
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
□
Ensu
ring o
rgan
isat
ion,
occ
upat
ional
, aw
ardin
g o
rgan
isat
ion a
nd
gove
rnm
ent
requirem
ents
are
mee
ting s
tandar
dis
atio
n,
qual
ity
assu
rance
of
pra
ctic
e, c
onsi
sten
cy a
cross
lea
rner
s, a
sses
sors
, co
nte
xts,
units;
com
pre
hen
sive
appro
ach t
o a
sses
smen
t at
all
stag
es–
pre
par
atio
n,
pla
nnin
g p
roce
ss,
asse
ssm
ent
outc
om
es ie
pro
duct
; ben
chm
arki
ng a
nd m
easu
res
of
achie
vem
ent;
iden
tify
ing d
evel
opm
ent
and c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
nee
ds
for
qual
ity
impro
vem
ent.
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.2
Sum
mar
ise
qual
ity
assu
rance
an
d s
tandar
dis
atio
n p
roce
dure
s in
ow
n a
rea
of
pra
ctic
e
□
Org
anis
atio
n a
sses
smen
t polic
ies
and p
roce
dure
s, e
g c
om
ply
ing w
ith
Sec
tor
Ski
lls C
ounci
l, N
atio
nal
Occ
upat
ional
Sta
ndar
ds
requirem
ents
; te
am,
asse
ssor
stan
dar
dis
atio
n,
eg o
bse
rvat
ions
of
pra
ctic
e,
stan
dar
dis
atio
n m
eetings,
shar
ing g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and
pro
duct
; in
tern
al/e
xter
nal
qual
ity
assu
rance
rev
iew
s, e
valu
atio
n
pro
cedure
s
18
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.3
Sum
mar
ise
the
pro
cedure
s to
fo
llow
when
ther
e ar
e dis
pute
s co
nce
rnin
g a
sses
smen
t in
ow
n
area
of
pra
ctic
e
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g c
lear
ly w
ritt
en a
ppea
ls a
nd
griev
ance
pro
cedure
s, a
cces
sible
sys
tem
s fo
r ap
pea
ls,
eg d
ocu
men
ts
for
appea
ls,
appro
priat
e st
affing f
or
man
agem
ent
of
appea
ls,
confiden
tial
ity,
non-d
iscr
imin
atory
polic
y, a
pplic
atio
n in p
ract
ice,
re
cord
ing o
f outc
om
es,
clea
r pap
er t
rail
7.1
Exp
lain
the
import
ance
of
follo
win
g p
roce
dure
s fo
r th
e m
anag
emen
t of
info
rmat
ion
rela
ting t
o a
sses
smen
t
□
Polic
ies
for
man
agem
ent
of
asse
ssm
ent
evid
ence
, eg
port
folio
s,
asse
ssm
ent
reco
rds,
obse
rvat
ion r
ecor
ds,
phys
ical
evi
den
ce,
studen
t an
d w
itnes
s st
atem
ents
; m
anag
emen
t of
asse
ssm
ent
reco
rds,
eg
stora
ge
and r
etriev
al,
confiden
tial
ity,
dat
a pro
tect
ion,
use
of
tech
nolo
gy;
shar
ing info
rmat
ion w
ith r
elev
ant
par
ties
eg s
tuden
ts,
oth
er a
sses
sors
, em
plo
yer,
colle
agues
, org
anis
atio
n,
regula
tions
cove
ring s
har
ing info
rmat
ion e
g O
fqual
, aw
ardin
g o
rgan
isat
ion,
Sec
tor
Ski
lls C
ounci
l, d
ata
pro
tect
ion
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d
ques
tionin
g c
ontr
ibute
to t
he
asse
ssm
ent
pro
cess
□
Support
ing r
ange
of
evid
ence
; co
nfirm
ing lea
rnin
g,
eg k
now
ledge,
under
stan
din
g,
skill
s, r
ewar
d,
motiva
tion,
linki
ng lea
rnin
g o
f pro
duct
an
d p
roce
ss,
tran
sfer
abili
ty o
f le
arnin
g,
iden
tify
ing f
urt
her
lea
rnin
g
requirem
ents
, ta
rget
set
ting a
nd a
ctio
n p
lannin
g,
reco
rdin
g d
ista
nce
tr
avel
led,
valu
e-ad
ded
, pro
gre
ssio
n;
corr
obora
tion o
f as
sess
or
dec
isio
n-m
akin
g p
roce
ss,
judgem
ent;
iden
tify
ing s
pec
ific
nee
ds
or
nee
d f
or
support
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to
asse
ssm
ent,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty
and w
elfa
re
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g a
ssoci
ated
with O
fqual
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
, Sec
tor
Ski
lls C
ounci
l/N
atio
nal
O
ccupat
ional
Sta
ndar
ds,
spec
ific
req
uirem
ents
, eg
confiden
tial
ity,
hea
lth,
safe
ty a
nd w
elfa
re,
incl
usi
on,
equal
ity
and d
iver
sity
; st
aff
dev
elopm
ent
nee
ds
eg s
tandar
dis
atio
n,
shar
ing g
ood p
ract
ice,
w
ork
shad
ow
ing,
pee
r obse
rvat
ion,
in-s
ervi
ce t
rain
ing,
casc
adin
g
trai
nin
g,
continuin
g p
rofe
ssio
nal
dev
elopm
ent.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
83
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.2
Exp
lain
the
contr
ibution t
hat
te
chnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
□
Appro
priat
e te
chnolo
gy,
eg initia
l as
sess
men
ts,
onlin
e te
stin
g,
reco
rdin
g o
f ev
iden
ce incl
udin
g a
udio
or
visu
al,
subm
issi
on o
f as
signm
ents
ele
ctro
nic
ally
, el
ectr
onic
fee
dbac
k to
lea
rner
s, e
mai
ling
feed
bac
k, d
iscu
ssio
n f
oru
ms,
web
-bas
ed lea
rnin
g,
incl
udin
g d
ista
nce
or
ble
nded
lea
rnin
g,
issu
es o
f au
then
tici
ty;
tech
nolo
gy
for
reco
rdin
g
and s
toring a
sses
smen
t ev
iden
ce,
eg s
oft
war
e, a
war
din
g o
rgan
isat
ion
onlin
e pro
visi
on,
studen
ts m
anag
ing o
wn e
lect
ronic
rec
ord
s; s
ecurity
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
in
rel
atio
n t
o a
sses
smen
t
□
Form
s of
ineq
ual
ity
and d
iscr
imin
atio
n a
nd t
hei
r im
pac
t on
indiv
idual
s, t
he
rele
vant
legis
lation,
emplo
ymen
t re
gula
tions
and
polic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty,
eg v
isual
/ au
ditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
; flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
eg n
egotiat
ing t
imin
g,
conte
xt,
pro
vidin
g a
dditio
nal
res
ourc
es w
her
e ap
pro
priat
e, r
ecognis
ing
additio
nal
support
nee
ds,
alter
nat
ive
appro
aches
, ev
iden
ce
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g
pro
fess
ional
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
□
Ref
lect
ive
pra
ctic
e, e
g s
elf-
asse
ssm
ent,
SW
OT a
nal
ysis
(st
rength
s,
wea
knes
ses,
opport
unitie
s, t
hre
ats
or
bar
rier
s),
real
istic
targ
ets
for
ow
n d
evel
opm
ent,
usi
ng f
eedbac
k fr
om
stu
den
ts,
colle
agues
, m
anag
ers,
ext
ernal
eva
luat
ors
, oth
er indiv
idual
s an
d p
rofe
ssio
nal
s,
self a
nd t
eam
rev
iew
s, o
bse
rvat
ion r
eport
s, o
utc
om
e fr
om
appra
isal
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge,
occ
upat
ional
ex
per
tise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to a
sses
smen
t pla
ns,
dev
elopin
g t
echnolo
gie
s to
ext
end a
nd e
nhan
ce a
sses
smen
t pro
cess
, co
ntr
ibuting t
o cu
rric
ulu
m d
evel
opm
ent.
184 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning
Unit reference number: Y/503/1242
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of the unit is to enable learners to plan and deliver an inclusive learning and teaching session. It requires learners to deliver a micro-teaching session and to evaluate their own delivery practice.
This unit gives learners the opportunity to plan and deliver a micro-teaching session that reflects learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3). Learners will need to justify their selection of teaching and learning approaches, and how they will meet the needs of students.
Learners will have the opportunity to deliver their session plan and use selected resources and assessment methods. The session will enable learners to demonstrate ways to communicate and receive constructive feedback.
The unit includes opportunities for learners to evaluate their own practice. This is integral to both personal and professional practice.
When planning a learning session, learners should focus on the learning cycle in order to provide a framework that links theory with practice. This is in line with the Learning and Development alternatives, Unit 7: Facilitate Learning and Development in Groups and/or, Unit 8: Facilitate Learning and Development for Individuals which can be used in place of this unit as part of a Level 3 qualification.
Assessment requirements
There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15- minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
85
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
□
Pla
nnin
g s
kills
, eg
stu
den
t nee
ds,
lev
el,
subje
ct,
tim
e m
anag
emen
t, r
ange
of
met
hods,
var
ied lea
rnin
g a
nd
teac
hin
g a
ctiv
itie
s, r
esourc
es,
opport
unitie
s fo
r fu
nct
ional
sk
ills,
ass
essm
ent
opport
unitie
s.
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to m
eet
the
nee
ds
of
lear
ner
s
□
Tea
chin
g a
ppro
aches
, eg
tuto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT (
info
rmat
ion a
nd lea
rnin
g
tech
nolo
gy)
.
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.3
Pl
an a
sses
smen
t m
ethods
to
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ific
outc
om
es,
eg f
it f
or
purp
ose
, st
uden
t nee
ds,
se
ssio
n a
ims,
subje
ct c
onte
nt,
chec
king lea
rnin
g,
des
ired
outc
om
es,
studen
t in
volv
emen
t; a
ppro
priat
enes
s, e
g s
kills
, kn
ow
ledge
or
under
stan
din
g,
studen
t fe
edbac
k.
18
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Apply
lea
rnin
g a
nd t
each
ing
appro
aches
to m
eet
the
nee
ds
of
lear
ner
s
□
Appro
aches
, eg
use
of
pla
n,
tim
e m
anag
emen
t, e
ngag
ing
and m
otiva
ting lea
rner
s by
mee
ting n
eeds,
stim
ula
tion,
variet
y, s
tuden
t-ce
ntr
ed,
incl
usi
ve a
ppro
aches
, flex
ible
, use
of
ICT,
smal
l or
larg
e gro
up a
ctiv
itie
s, r
esea
rch
2.2
U
se r
esourc
es t
o m
eet
the
nee
ds
of
lear
ner
s □
Appro
priat
e re
sourc
es,
eg q
ual
ity
and q
uan
tity
, fit
for
purp
ose
, sp
ecia
list
know
ledge
and lan
guag
e, d
iffe
rentiat
ed
to lev
el o
f nee
ds,
stim
ula
ting,
appro
priat
e to
ski
lls,
adap
ted
to p
urp
ose
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
re-u
seab
le
2.3
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
□
Com
munic
atio
n t
echniq
ues
, eg
lan
guag
e, lev
el,
subje
ct
mat
ter
(tec
hnic
al lan
guag
e),
pac
e, v
erbal
and n
on-v
erbal
, body
languag
e, t
o indiv
idual
and g
roup,
enco
ura
gin
g
studen
t co
mm
unic
atio
n.
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.4
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s □
Fe
edbac
k, e
g d
irec
ted,
ques
tion a
nd a
nsw
er,
writt
en,
spoke
n,
gro
up,
indiv
idual
, su
pport
ive.
□
Const
ruct
ive,
eg p
rais
e cr
itic
ism
, pra
ise
(PCP)
, va
ried
, sp
ecific
, goal
-orien
tate
d,
appro
priat
e.
3.1
Ref
lect
on o
wn a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Focu
s, e
g s
elf-
asse
ssm
ent,
eva
luat
ion o
f pra
ctic
e,
stre
ngth
s, n
eeds,
bas
ed o
n a
vaila
ble
evi
den
ce,
use
of
feed
bac
k.
□
Purp
ose
ful, e
g d
eliv
ery,
subje
ct r
equirem
ents
, nee
ds,
sp
ecific
outc
om
es.
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
ract
ice
□
Req
uirem
ents
, eg
iden
tified
nee
ds,
spec
ific
are
as,
alte
rnat
ive
appro
aches
, IL
P (
indiv
idual
lea
rnin
g p
lan),
per
sonal
act
ion p
lan,
prioritisi
ng,
CPD
(co
ntinuin
g
pro
fess
ional
dev
elopm
ent)
.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 187
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
The delivery of this unit is based on the application of knowledge, skills and understanding in a practical context. For learners currently involved in teaching or training, this can take the form of teaching practice. For learners who are not involved in teaching or training, it is necessary to provide an equivalent opportunity for delivering learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.
Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to work under tight time constraints and review their time-management skills. This also provides a safe environment in which to try different approaches. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.
The purposes of the micro-teaching and teaching practice are to give learners the opportunity to:
gain teaching experience and evaluate skills
use a range of inclusive learning and teaching techniques
use relevant resources
use appropriate approaches to assessment in order to check learning
get feedback from an experienced tutor and/or learners
reflect on and evaluate their own practice and performance.
The micro-teach observation must be accompanied by individual reflection and action plans for further development. There also needs to be tutor feedback to advise learners of strengths and areas for improvement. It should include written feedback so that learners have a record. To encourage learners to share experiences and to gain a better understanding of the learning experience, learners’ feedback should be sought.
Learners who are currently teaching should be encouraged to observe others in a classroom or delivery situation before completing assignments for different approaches or levels of experience. Through the micro-teaching sessions, learners will have the opportunity to reflect on approaches used by others. Since those delivering the micro-teaching may have limited experience, learners should also be encouraged to reflect on their tutor’s approaches to planning and delivery.
A lesson observation pro forma for the micro-teach is available in Annexe D, along with a sample micro-teaching activity.
For learners who have opportunities to teach, formal feedback from at least one teaching practice should be used as an alternative to the micro-teaching to inform this unit.
Some centres may wish to approach the first four units (PTLLS) as a single, holistic, integrated activity based on the micro-teaching or teaching practice.
188 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small group activities, whole group activities, individual activities and teaching practice.
The relationship between the units in the CTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units.
Learning outcome 1
Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.
With tutor and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma. This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.
Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.
Learning outcome 2
Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers, the time and resources available.
Learning outcome 3
Once micro-teaching is complete, all learners evaluate their practice and that of others. Learners should examine their own learning in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing flexibility in teaching and responsiveness to student needs.
Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 189
– Issue 1 – August 2012 © Pearson Education Limited 2012
The overall assessment strategy focuses on the application of essential skills, knowledge and understanding. Learning activities should be based on appropriate, realistic and practical situations and should reflect a range of professional practice and assessment strategies.
Following the practical micro-teaching, the unit gives learners the opportunity to build a portfolio of evidence, including the completion of a personal summative profile and action plans. This can include tutor support for individual learner activities (with peer working where learners have the opportunity to support peers).
Evidence could include:
learner self-assessment through reflection – where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development
peer assessment of learner performance, skills of feedback and communication from either teaching practice or micro-teaching
tutor observation of learner performance–based on micro-teaching or teaching practice
teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items and handouts.
Additional assessment evidence could include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, examples of assessment activities.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. These are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. The personal learning log referred to below can be based on the sample provided in Annexe E and used for Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3). An alternative approach would be to combine the first four units of CTLLS into a single, holistic assignment to integrate principles, theory and practice more closely.
Assessment criteria 1.1, 1.2 and 1.3
Learners undertake a micro-teach assignment and use their personal learning log (see Annexe D: Documents for Teaching Practice). They are required to plan a teaching session, justify choice of approaches and plan assessment methods that meet student needs
Assessment evidence
Session plan, written statement, assessor observation and peer feedback.
Assessment criteria 2.1, 2.2, 2.3 and 2.4
As part of the micro-teach, learners show they can apply approaches and use resources to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.
190 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment evidence
Samples of activities, resources, learning checks or assessment used during the session.
Assessment criteria 3.1 and 3.2
Learners reflect on their own approaches to delivering inclusive learning and teaching, identifying areas for improvement.
Assessment evidence Summative personal statement and action plan.
Indicative resource materials
Textbooks
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines Times Educational Supplement –FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 191
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning
Unit reference number: R/503/1238
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to plan and deliver an inclusive learning and teaching session. The unit requires learners to deliver a micro-teaching session and evaluate their own delivery practice.
The unit focuses on using the learning cycle to provide a basic framework linking theory with practice when planning a learning session. Learners will have an opportunity to use their knowledge and understanding to develop, plan, deliver and evaluate a micro-teaching session. Tutors are encouraged to reinforce the links between this unit and other units. Justification for the selected approaches to delivery will be expected.
Learners will have the opportunity to deliver and evaluate their session plan. They will be expected to demonstrate inclusive teaching and learning, using appropriate resources. Assessment will take place to gauge effectiveness in engaging and motivating students. The session will enable learners to appreciate effective ways to communicate with their own students and receive constructive feedback.
Learners will evaluate their own practice in the light of underpinning theories and principles. Evaluation is integral to both personal and professional practice in achieving the standards required for a practising teacher, tutor or trainer and draws on all of the units.
Assessment requirements
There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15 minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.
19
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
□
Aim
s an
d o
bje
ctiv
es,
eg s
pec
ific
, ac
hie
vable
, re
alis
tic,
le
vel, s
ubje
ct r
equirem
ents
; le
arnin
g c
ycle
, eg
tim
ings,
ra
nge
of
met
hods,
var
ied lea
rnin
g a
ctiv
itie
s, r
esourc
es,
funct
ional
ski
lls,
asse
ssm
ent
opport
unitie
s.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT
(info
rmat
ion a
nd lea
rnin
g t
echnolo
gy)
.
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
under
stan
din
g,
skill
s.
□
Lear
nin
g c
ycle
, eg
exp
erie
ntial
, ex
per
imen
tation,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
co
nce
ptu
alis
atio
n.
□
Lear
nin
g s
tyle
s, e
g a
ctiv
ist,
ref
lect
or,
theo
rist
, pra
gm
atis
t;
incl
usi
ve,
eg a
cces
s, d
iffe
rentiat
ed.
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.1
D
emonst
rate
incl
usi
ve lea
rnin
g
and t
each
ing a
ppro
aches
to
engag
e an
d m
otiva
te lea
rner
s
□
Engag
e an
d m
otiva
te s
tuden
ts,
eg v
alid
, in
form
ativ
e,
stim
ula
ting,
studen
t-ce
ntr
ed,
equal
ity
of
opport
unity,
diffe
rentiat
ed,
rew
ardin
g.
□
Incl
usi
ve a
ppro
aches
, eg
var
ied a
nd f
lexi
ble
appro
aches
, ac
tive
lea
rnin
g,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l- o
r la
rge
gro
up a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
93
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
emonst
rate
the
use
of
appro
priat
e re
sourc
es t
o s
upport
in
clusi
ve lea
rnin
g a
nd t
each
ing
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t; p
ract
ical
ity,
eg s
uitab
ility
, ad
apta
bili
ty,
flex
ibili
ty,
tech
nic
al iss
ues
, fit
for
purp
ose
, in
clusi
ve.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
U
se a
sses
smen
t m
ethods
to
support
lea
rnin
g a
nd t
each
ing
□
Purp
ose
, eg
mee
ting n
eeds
of st
uden
ts a
nd s
essi
on a
ims,
su
bje
ct c
onte
nt,
chec
king lea
rnin
g,
suits
purp
ose
of
sess
ion,
outc
om
es.
□
Met
hods,
eg f
orm
al,
info
rmal
, in
tern
al,
exte
rnal
, as
signm
ent,
pro
ject
, ex
am,
feed
bac
k, q
ues
tion a
nd a
nsw
er.
□
Appro
priat
enes
s, e
g s
kills
, kn
ow
ledge
or
under
stan
din
g,
tim
ely,
suitab
le,
opport
unitie
s to
giv
e st
uden
ts f
eedbac
k.
2.4
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
□
Appro
ach,
eg v
oca
bula
ry,
leve
l, s
ubje
ct m
atte
r (t
echnic
al
languag
e),
pac
e, v
erbal
and n
on-v
erbal
, body
languag
e, t
wo-
way
pro
cess
, aw
aren
ess
of
bar
rier
s, jar
gon.
2.5
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s □
Fe
edbac
k, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
.
□
Const
ruct
ive,
eg P
CP (
pra
ise,
critici
sm,
pra
ise)
, va
ried
, sp
ecific
, goal
-orien
tate
d,
appro
priat
e.
3.1
Rev
iew
ow
n a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Eva
luat
ion,
eg t
uto
r obse
rvat
ion,
studen
t fe
edbac
k, s
elf-
asse
ssm
ent,
str
ength
s, n
eeds,
opport
unitie
s, t
hre
ats.
□
Purp
ose
ful, e
g d
eliv
ery,
subje
ct r
equirem
ents
, st
uden
t nee
ds,
in
clusi
on,
diffe
rentiat
ion.
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Anal
yse
how
ow
n incl
usi
ve
lear
nin
g a
nd t
each
ing p
ract
ice
can
be
impro
ved t
o m
eet
the
nee
ds
of
lear
ner
s
□
Impro
vem
ent,
eg a
lter
nat
ive
appro
aches
, IL
P (
indiv
idual
le
arnin
g p
lan),
per
sonal
act
ion p
lan,
CPD
(co
ntinuin
g
pro
fess
ional
dev
elopm
ent)
, SAR (
Sel
f Ass
essm
ent
Rev
iew
).
194 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
If learners are not currently involved in teaching or training, it is necessary to create an opportunity for them to deliver learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.
Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to review their time-management skills. It also provides a safe environment in which to try different approaches. Examples include individual micro-teaching on specific aspects of roles or responsibilities, selected theories of learning, or specific context-related assessment methods. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.
The purpose of the micro-teach is to give learners the opportunity to:
use a range of inclusive learning and teaching techniques
use relevant resources
use appropriate approaches to assessment in order to check learning
get feedback from an experienced tutor (and from learners,where appropriate)
gain teaching experience and evaluate skills
provide evidence in order to evaluate own practice.
A lesson plan pro forma is available in Annexe D:Documents for Teaching Practice.
The lesson observation must be accompanied by individual reflection and action plans for further development. There is also a requirement for tutor observation feedback in order to advise learners of their strengths and areas for improvement.
An observation feedback pro forma is available in the Annexe section of this specification document.
It is recommended that learners observe other learners and their tutors before they complete their assignments. This practice provides an opportunity to appreciate different approaches in different contexts.
If it is not possible to offer a micro-teaching session for learners who are already teaching, then formal feedback from at least one teaching practice could be used as the basis of the assessment. Feedback from the learning group should also be collected to support the reflection and evaluation of the session. To allow learners to reflect on alternative approaches, the learning group should observe at least one experienced teacher. This could replace observation of peers.
This practical unit is designed to be delivered alongside Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). Tutors are advised not to over-teach this unit. It is recommended that the evaluation draws heavily on all units for assessment evidence.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 195
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small-group, whole-group activities, individual activities and teaching practice.
The relationship between the units in the CTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units. (See Annexe C: Teaching Practice Assignment.)
Learning outcome 1
Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.
With tutor- and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma (see Annexe D: Documents for Teaching Practice). This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.
Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.
Learning outcome 2
Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers and the time and resources available.
Learning outcome 3
Once micro-teaching is complete, all learners evaluate their own practice and that of others. Learning should be examined in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing and improving practice. Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.
196 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The overall assessment strategy for this unit focuses on the application of essential skills, knowledge and understanding in a practical teaching context. Learners’ teaching activities should be based on appropriate, realistic and practical situations, and should reflect an appropriate range of professional practice and assessment strategies. Evidence can include:
a lesson plan completed to indicate needs, timings, teaching methods, learning activities, resources and assessment opportunities
teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items, handouts
tutor observation of performance, eg teaching or micro-teach observation pro forma
peer assessment–feedback on performance, skills of feedback and communication from either teaching practice or micro-teaching, eg observation pro forma
learner self-assessment through reflection–where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development.
Additional assessment evidence can include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, additional examples of assessment activities. Extended writing, referencing and other aspects of a Level 4 standard should be evidenced through other units: Unit 16: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). Whilst each programme of suggested activities can stand alone, they can also be combined at Level 3 to create a single reflective record, with supporting learning and teaching materials. At Level 4 they can provide the basis of three essay-style activities, with supporting learning and teaching and additional research materials.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1 and 1.2 Learners undertake a micro-teach assignment and use their personal learning log (see Annexes section of this specification document). They should ensure they can justify the selection of approaches and include planning for any relevant assessment methods.
Assessment evidence Session plan, assessor observation and feedback and peer feedback.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 197
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5
As part of the micro-teach, learners show they can apply approaches and use resources and assessment methods to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.
Assessment evidence
Samples of activities, resources, learning checks or assessment used during the session.
Assessment criteria 3.1 and 3.2
Learners reflect on their own approaches to delivering inclusive learning and teaching, analysing how their practice can be improved to meet student needs.
Assessment evidence
Summative personal statement and action plan.
Indicative resource materials
Textbooks
Armitage A et a l– Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
198 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Unit 22: Using Resources for Lifelong Learning
Unit reference number: Y/503/4917
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to use resources in the delivery of inclusive learning and teaching and to be able to evaluate that use. It covers expectations regarding the minimum core in relation to using resources for inclusive learning and teaching.
The unit gives learners the opportunity to make practical use of resources to deliver sessions planned as part of the scheme of work in Unit 11: Planning to Meet the Needs of Learners (Level 3) or Unit 12: Planning to Meet the Needs of Learners (Level 4). It develops work already undertaken in selecting resources that meet student needs in the micro-teaching session. This unit also focuses on using resources as part of inclusive learning and teaching approaches in order to promote equality and diversity. Learners will identify ways to adapt resources so that they engage and maintain the interest of all students as well as provide subject-related opportunities to generate naturally occurring evidence for aspects of the minimum core in language, literacy, numeracy and ICT.
The unit gives learners the opportunity to reflect on their own practice in selecting, using and adapting resources for their subject area in order to improve their own practice and to meet the needs of students.
This unit should be viewed in relation to Unit 2: Assessing Learners in Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3) so that all aspects of learning and teaching are considered holistically. This unit also provides opportunities to review learning from Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) or Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
This unit requires learners to undertake practice–with individuals, groups or a combination of both. Simulation is not permitted. Learners will need to be observed and assessed in a teaching and learning environment. Observations of the required practice can be formative and summative.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 1
99
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
U
se r
esourc
es t
o p
rom
ote
eq
ual
ity,
val
ue
div
ersi
ty a
nd
contr
ibute
to t
he
lear
nin
g
pro
cess
□
Equal
ity,
eg m
atch
ing s
tuden
t nee
ds
and a
bili
ties
, ap
pro
priat
e to
ski
lls o
r kn
ow
ledge,
acc
essi
ble
.
□
Div
ersi
ty e
g v
isual
, au
ditory
, ki
nae
sthet
ic,
leve
ls o
f la
nguag
e, f
orm
at t
o m
eet
the
nee
ds
of
studen
ts,
incl
udin
g
those
with lea
rnin
g d
ifficu
ltie
s or
dis
abili
ties
.
□
Contr
ibuting t
o lea
rnin
g,
eg e
ngag
ing,
pro
moting s
tuden
t in
dep
enden
ce,
ble
nded
lea
rnin
g a
ppro
aches
.
1.2
Id
entify
the
ben
efits
and
limitat
ions
of
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Ben
efits,
eg im
med
iate
im
pac
t, r
einfo
rcin
g,
mem
ora
ble
, st
imula
ting,
vary
ing a
ppro
aches
.
□
Lim
itat
ions,
eg a
vaila
bili
ty,
cost
eff
ective
nes
s, s
ingle
or
limited
use
, cu
rren
cy,
ove
ruse
.
□
Incl
usi
ve d
eliv
ery,
eg f
ocu
s on lea
rnin
g r
ather
than
te
achin
g,
vary
ing t
each
ing a
ppro
aches
, en
gag
ing w
ith
diffe
rent
lear
nin
g s
tyle
s an
d s
tuden
ts,
support
ing lea
rnin
g.
1
Be
able
to u
se
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
1.3
U
se r
esourc
es t
o e
nab
le
incl
usi
ve lea
rnin
g a
nd t
each
ing
□
Incl
usi
ve d
eliv
ery,
eg f
ocu
sing o
n lea
rnin
g r
ather
than
te
achin
g,
vary
ing t
each
ing a
ppro
aches
, en
gag
ing w
ith
diffe
rent
lear
nin
g s
tyle
s, a
dap
table
to m
eet
diffe
rent
studen
t nee
ds,
lea
rnin
g-b
eyond-t
each
ing,
additio
nal
su
pport
if
required
.
20
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Adap
t re
sourc
es t
o m
eet
the
nee
ds
of
lear
ner
s an
d d
eliv
ery
model
s
□
Nee
ds
of
lear
ner
s, e
g c
han
gin
g b
ackg
round c
olo
ur
for
pre
senta
tions
or
han
douts
, al
tering f
ont
type
or
size
, ad
din
g
or
rem
ovi
ng im
ages
, el
ectr
onic
form
at.
□
Del
iver
y m
odel
s, e
g v
aryi
ng s
tyle
of
pre
senta
tion s
lides
, al
tering p
ace
of
del
iver
y, a
lter
nat
ive
reso
urc
es,
supple
men
ting a
uditory
with v
isual
and h
ands-
on,
additio
nal
support
.
2.1
Exp
lain
how
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
□
Languag
e, e
g a
war
enes
s of
fact
ors
affec
ting lan
guag
e use
in
cludin
g m
ultili
ngual
ism
and E
nglis
h f
or
Spea
kers
of
Oth
er
Languag
es,
diffe
rent
skill
s an
d a
ttitudes
.
□
Lite
racy
, eg
det
erm
inin
g a
bili
ty t
o p
artici
pat
e in
lea
rnin
g,
font,
rea
dab
ility
, im
ages
.
□
Num
erac
y, e
g c
apac
ity
of
num
ber
ski
lls t
o s
upport
pro
ble
m
solv
ing,
pro
cess
ing a
nd a
nal
ysis
of
dat
a.
□
ICT,
eg c
om
pute
r-ai
ded
lea
rnin
g,
skill
s in
under
stan
din
g
and u
sing t
echnolo
gy,
lea
rnin
g p
acka
ges
.
2
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o u
sing
reso
urc
es f
or
lifel
ong lea
rnin
g
2.2
Apply
min
imum
core
ele
men
ts
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
□
Languag
e, e
g s
uited
to a
udie
nce
, fo
cus
for
dis
cuss
ion,
pro
mpt
for
ques
tionin
g,
studen
t pre
senta
tions.
□
Lite
racy
, eg
tas
ks d
esig
ned
to d
evel
op w
riting s
kills
, re
sear
chin
g info
rmat
ion,
note
-tak
ing.
□
Num
erac
y, e
g t
able
s, g
raphs
for
inte
rpre
ting r
esults,
dat
a fo
r pro
ble
m s
olv
ing a
ctiv
itie
s.
□
ICT,
eg inte
rnet
res
earc
h,
e-as
sess
men
t, w
ord
pro
cess
ing,
pre
senting info
rmat
ion.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
01
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Ref
lect
on o
wn p
ract
ice
in u
sing
reso
urc
es t
o m
eet
the
nee
ds
of
all le
arner
s
□
Usi
ng r
esourc
es,
eg c
onfiden
ce in u
se,
sele
ctio
n,
org
anis
atio
n,
man
agem
ent
of
lear
nin
g,
tim
ing a
nd p
acin
g o
f use
, risk
ass
essm
ent.
□
Mee
ting n
eeds
of
studen
ts,
eg f
eedbac
k fr
om
stu
den
ts o
r oth
ers,
ach
ieve
men
t of
lear
nin
g o
bje
ctiv
es,
fit
for
purp
ose
, en
gag
ing a
nd m
otiva
ting s
tuden
ts,
adap
tabili
ty.
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
3.2
Id
entify
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng r
esourc
es t
o
mee
t th
e nee
ds
of
all le
arner
s
□
Usi
ng r
esourc
es,
eg incr
ease
d a
dap
tabili
ty,
rese
arch
ing a
nd
dev
elopin
g n
ew t
echnolo
gie
s an
d r
esourc
es,
updat
ing
subje
ct k
now
ledge
or
tech
nic
al e
xper
tise
, dev
elopin
g s
kills
an
d s
elf-
confiden
ce.
□
Mee
ting n
eeds
of
all st
uden
ts,
eg r
esea
rchin
g r
esourc
e re
quirem
ents
of
spec
ific
stu
den
ts,
reco
gnis
ing a
nd
addre
ssin
g iss
ues
of
equal
ity
and d
iver
sity
, m
odific
atio
n o
f su
pport
mat
eria
ls,
new
mod
es o
f del
iver
y to
use
te
chnolo
gie
s to
ext
end a
nd e
nhan
ce lea
rnin
g a
nd t
each
ing.
202 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Information for tutors
Delivery
Many of the learning outcomes for this unit can be demonstrated through teaching practice. Delivery, therefore, should focus on a practical approach that learners can develop through their own practice. The basics of this unit will have been addressed in Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3). There are also practical links between this unit and Unit 11: Planning to Meet the Needs of Learners (Level 3), Unit 2: Assessing Learners in Lifelong Learning (Level 3) and Unit 4: Delivering Lifelong Learning (Level 3). Making these practical links aids an integrated approach.
It is recommended that centres use an appropriate range of teaching and learning methods in order to achieve all the learning outcomes in the unit. For the CTLLS qualification units, the range of teaching and learning methods should build on approaches taken in Unit 17: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), as this will help to avoid duplication. It has been suggested in earlier units that tutors use Kolb’s experiential learning cycle (based on ‘Activity’, ‘Review’, ‘Theory’ and ‘Apply’) to select resources and justify choices for a micro-teaching session. This unit provides an opportunity to extend the work of earlier units by including the use of resources to promote equality through providing opportunities for valuing diversity. One way to do this is through visiting specialists able to highlight specific learning needs or difficulties such as dyslexia or visual impairment.
Tutors should give learners opportunities to make judgements based on their own experiences. Learners can then try ‘learning by experience’ strategies with their students. Learners could be given access to resources that vary in quality and asked to choose those resources they think would meet students’ needs for equality and diversity. It is important that learners appreciate the range of resources available to support both learning and teaching. They should also recognise that teaching and learning are not always the same thing. This needs to be developed beyond resources such as handouts, tools or equipment to include opportunities offered by the physical environment and opportunities to relate learning to students’ own experiences.
Learners could also demonstrate their own understanding of the benefits and limitations of resources through selecting examples from their own teaching. Individual learners could then give a mini-presentation to the group to explain the benefits of a good resource and the limitations of a poor resource. This should be followed with an explanation of how they would adapt resources to meet the needs of different students and delivery models. This enables learners to compare their own use of resources with that of others, and try out new approaches when ‘teaching’ their peers. Learners should be encouraged to use or explore approaches that they might not otherwise use with their own students.
Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. It is important not to ‘over-teach’ this unit. Instead, wherever possible, the focus should be on learner-centred approaches.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 203
– Issue 1 – August 2012 © Pearson Education Limited 2012
Delivery of this unit also provides opportunities to integrate minimum core elements into resources for lifelong learning. Learner presentations and discussion provide practical evidence of using language appropriate to different contexts and audiences. Similarly, examples of handouts could be used to provide evidence for literacy skills. Demonstrating numeracy elements in a learning and teaching
context could be achieved through a case study which contains tables or other forms of data. The use of ICT could be incorporated into the delivery of learner presentations by asking learners to use ICT to adapt a paper-based resource. This could take the form of creating a slide show or an intranet page. The use of ICT or websites should also be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
Reflection and evaluation are very important in this unit. There are three main opportunities for linking this to learning and teaching resources:
self-evaluation as a part of a formal session evaluation. There should be specific focus on the effectiveness of resource use
reflecting on own practice in using resources. This would be part of observation feedback that follows observed teaching practice
personal reflection on use of resources and ways to improve own practice through an Individual Learning Review or other form of reflective journal.
Given the strong similarities in the assessment criteria and content between this unit and the Level 4 unit with the same title, it is possible for the units to be delivered together.
Centres using the Learning and Development alternative unit, Unit 6: Develop and Prepare Resources for Learning and Development (Level 4), might wish to adopt a different approach to the delivery of this unit.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor presentations, small-group activities and whole-group activities and individual activities.
Centres may wish to approach delivery by integrating the theory with the practical assessment for each individual unit or as a single, holistic, integrated activity covering the core units. The learning activities suggested below follow the single-activity approach but are designed to combine with CTLLS units to form a continuous programme.
Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout delivery of the units in the CTLLS qualification, through teaching practice and the generation of a teaching practice portfolio. Tutors could undertake a review half-way through the course or between the core and fully optional units.
Introduction to unit
Time should be given to tutor-led discussion of the assessment activity, along with the links between the units, the use of teaching practice as a part of learners’ own learning processes and overlapping evidence from the workplace.
204 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 1
(These activities address assessment criteria 1.1, 1.3 and 1.4 through practice.)
Tutor presentation summarising the need for specialist resources, accommodation, equipment and aspects of suitability to the learning and teaching of skills, knowledge or understanding. Tutor highlights the need to appreciate the quality of different resources in relation to different students and contexts.
Activity on use of resources in the delivery of inclusive learning and teaching. Review of individual teaching practice using individual task sheets for each of the selected resources (for example handouts, textbooks, slide shows, equipment, intranet) as appropriate. Learners use a rating scale to establish the value of resources in terms of key aspects: adequate, fit for purpose, available when required, accessible to all, engaging and stimulating for all students, appropriate to all students’ skills, matching students’ knowledge level, related to rate at which students learn.
The tutor-led activity could be followed by a matching activity involving the whole group. Cards with an example or description of a resource are provided which then have to be placed under one of three headings: visual, auditory or kinaesthetic learning styles. This activity is then followed by whole-group discussion of choices and fitness for purpose.
A small group activity could be used to address issues of diversity. A single resource for example a generic handout, is given to each of three groups. One group makes the handout suitable for academic students, one group adapts it for students with learning difficulties and one group for students whose first language is not English. The activity should be followed by group feedback and discussion, focusing on aspects such as suitable design, style and language in engaging students.
A tutor presentation or presentation by a visiting speaker could explore promoting student independence and blended learning approaches that use technologies not be generally available to all learners.
An additional presentation could explain ways to adapt material resources to meet different student needs, for example changing background colour for presentations or handouts, changing font type or size, adding or removing images, varying style of presentation slides, offering alternative resources and use of learning support.
Learning outcomes 1 and 3
(These activities address assessment criteria 1.2, 3.1 and 3.2 through use of the personal learning log.)
Individual research based on teaching practice to identify the benefits and limitations of resources in the delivery of inclusive learning and teaching. Learners prepare and deliver a mini-presentation on a selected example of a good resource (for individual students and subject) and explain the use and benefits to the group. They then contrast this with a selected example of a poor resource and explain how it could be adapted to meet the needs of a specific student. Learners take notes of examples of good and poor resources from the mini-presentations, along with ways to adapt resources for use in their own practice.
Following the presentations, a whole group discussion and tutor summary could highlight aspects that may have been overlooked, for example resource impact, stimulation, cost effectiveness, currency, overuse and the need of a resource to focus on learning rather than teaching as a means of improving individual practice.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 205
– Issue 1 – August 2012 © Pearson Education Limited 2012
Learning outcome 2
A specialist-led activity could be linked to the personal learning log and teaching practice. A key skills or equivalent specialist could lead a discussion on opportunities for literacy, language, numeracy and ICT when selecting and using resources. This will help reinforce links between different aspects of learning. If it is not possible to arrange for a visiting specialist, then independent research and mini-presentations or group discussion based on findings could be used.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Through the delivery suggestions for this unit, learners will already have an understanding of resources such as slide shows, task sheets, card-matching and the use of the group as a resource. Learners should also be familiar with gathering examples of resources from their own practice and mini-presentations to use as evidence.
To support this evidence, learners can also include:
learner self-assessment such as an personal learning log or reflective journal, for example reflective elements of the mini-presentations and group activities
peer assessment for example peer feedback from mini-presentations
self-evaluation as part of teaching practice evaluation
tutor/observer record — record of feedback focusing specifically on the use of resources in the delivery of learning and teaching
witness statements where the use of resources has been observed, though not as part of the teaching practice
record of professional discussion focusing on resources and adapting these to different needs.
It is essential that the assessment of this unit is viewed in relation to Unit 2: Assessing Learners in Lifelong Learning (Level 3), Unit 4: Delivering Lifelong Learning (Level 3) and Unit 11: Planning to Meet the Needs of Learners (Level 3). This will help learners consider all aspects of the assessment of learning and teaching as a whole. This unit also provides opportunities to review evidence relating to resources from the micro-teaching session. This links to two primary sources of assessment evidence:
teaching practice portfolio – covering the requirements of a minimum of 30 hours of teaching practice and a minimum of three observed sessions to specifically include samples of resources used in the planning and delivery of the scheme of work
Individual Learning Review, or reflective journal, to record personal observations and learning in relation to resource selection and use for this specific unit: what constitutes a good or poor resource, equality and diversity issues when selecting resources, minimum core opportunities.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. These are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
206 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment criteria 1.1, 1.3 and 2.2
Learners undertake practical teaching activities. As part of each of the three observed teaching practice sessions selected from their scheme of work, learners use resources to contribute to inclusive learning and teaching to promote equality, diversity and contribute to the learning process. This should include at least one example of addressing an aspect of the minimum core through the use of a resource.
Assessment evidence
Session plans, sample resources, observation record(s).
Assessment criterion 1.4
Learners undertake (observed) practical teaching activities, demonstrating how they adapt the selected resources to meet the needs of at least one specific kind of student and one specific delivery model.
Assessment evidence
Sample resources and observation record(s).
Assessment criterion 1.2
This could form part of the evaluation of teaching session(s) and/or professional discussion records. Using personal learning logs, learners review the benefits and limitations of the resources selected and used in the delivery of their three selected sessions.
Assessment evidence
Written reflection, for example session evaluation.
Assessment criterion 2.1
Individual reflective activity, professional discussion records. Based on their mini-presentation, individual learners explain what makes a good resource for students and how this can be used to provide for equality and diversity when selecting inclusive learning and teaching resources. Their learning record should also explain how the use of resources can include minimum core elements.
Assessment evidence
Session evaluation and personal learning log.
Assessment criteria 3.1, 3.2
Individual reflective activity, professional discussion records. Learners use completed session evaluations to review their own use of resources. They should focus on identifying ways to improve their own practice in using and adapting resources to meet subject needs, student needs and opportunities for the minimum core.
Assessment evidence
Session plans, observation report and personal learning log.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 207
– Issue 1 – August 2012 © Pearson Education Limited 2012
Indicative resource materials
Textbooks
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.businessballs.com Educational resources on the web
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.geoffpetty.com Geoff Petty online teaching and learning resources
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources
208 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Unit 23: Using Resources for Lifelong Learning
Unit reference number: D/503/4918
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to use resources in the delivery of inclusive learning and teaching and to be able to evaluate that use. The unit covers expectations regarding the minimum core in relation to using resources for inclusive learning and teaching.
The unit gives learners the opportunity to develop their understanding of the role and importance of resources in planning and delivering inclusive learning. This will provide the underpinning knowledge required for the selection of resources when designing sessions for Unit 12: Planning to Meet the Needs of Learners (Level 4) and considering whether resources meet the needs of learners in Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) in the micro-teaching session.
It is important that learners understand the principles behind developing resources to promote equality and diversity as a part of inclusive learning and teaching approaches. This understanding will help them identify where resources do not meet the needs of all students and the benefits and limitations of the resources.
The unit also addresses the need to use resources to provide subject-related opportunities. This will help to generate naturally-occurring evidence to cover aspects of the minimum core in language, literacy, ICT and numeracy.
In addition to the linked units mentioned above, tutors should view this unit in conjunction with Unit 3: Assessing Learners in Lifelong Learning (Level 4) and Unit 5: Delivering Lifelong Learning (Level 4) so that all aspects of learning and teaching are considered holistically. This unit also provides opportunities to review learning from Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 21: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, the Learning and Development units, Unit 7: Facilitate Learning and Development in Groups (Level 3), Unit 8: Facilitate Learning and Development for Individuals (Level 3), or Unit 10: Manage Learning and Development in Groups (Level 4) may be used.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 209
– Issue 1 – August 2012 © Pearson Education Limited 2012
Assessment requirements
This unit requires learners to undertake practice –with individuals, groups or a combination of both. Simulation is not permitted. Learners will need to be observed and assessed in a teaching and learning environment. Observations of the required practice can be formative and summative.
21
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
U
se r
esourc
es t
o p
rom
ote
eq
ual
ity,
val
ue
div
ersi
ty a
nd
contr
ibute
to t
he
lear
nin
g p
roce
ss
□
Equal
ity,
eg m
atch
ing s
tuden
t nee
ds
and a
bili
ties
, ap
pro
priat
e to
ski
lls o
r kn
ow
ledge,
acc
essi
ble
, ra
nge
of
languag
e, a
ppro
priat
e use
of
imag
ery.
□
Div
ersi
ty,
eg v
arie
d r
esourc
es,
visu
al s
tim
ula
tion,
variet
y of
auditory
input,
multi-
senso
ry a
ppro
aches
for
the
kinae
sthet
ic s
tuden
t, v
arie
d lev
els
of
languag
e or
liter
acy
leve
ls (
eg w
her
e Englis
h is
not
the
firs
t la
nguag
e),
form
atte
d f
or
studen
ts w
ith lea
rnin
g d
ifficu
ltie
s or
dis
abili
ties
.
□
Contr
ibuting t
o lea
rnin
g,
eg e
ngag
ing a
nd s
tim
ula
ting,
studen
t fr
iendly
, pro
moting s
tuden
t in
dep
enden
ce,
adap
ted
for
ble
nded
and f
lexi
ble
lea
rnin
g a
ppro
aches
.
1.2
Rev
iew
the
ben
efits
and
limitat
ions
of
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Ben
efits,
eg im
med
iate
im
pac
t, s
upport
ing a
nd r
einfo
rcin
g
lear
nin
g,
stim
ula
ting a
nd m
emor
able
, va
ryin
g a
ppro
aches
to
suit lea
rnin
g s
tyle
s, h
ands-
on,
adap
ted t
o indiv
idual
le
arnin
g n
eeds.
□
Lim
itat
ions,
eg a
vaila
bili
ty,
cost
eff
ective
nes
s, s
ingle
or
limited
use
, cu
rren
cy,
ove
ruse
, ap
pro
priat
e to
lev
els
of
languag
e/lit
erac
y, a
dap
tabili
ty.
1
Be
able
to u
se
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
1.3
U
se r
esourc
es t
o e
nab
le incl
usi
ve
lear
nin
g a
nd t
each
ing
□
Incl
usi
ve d
eliv
ery,
eg f
ocu
sing o
n lea
rnin
g r
ather
than
te
achin
g,
vary
ing t
each
ing a
ppro
aches
, en
gag
ing w
ith
diffe
rent
lear
nin
g s
tyle
s, a
dap
table
to m
eet
diffe
rent
studen
t nee
ds,
lea
rnin
g-b
eyond-t
each
ing,
additio
nal
su
pport
if
required
.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
11
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Adap
t re
sourc
es t
o m
eet
the
nee
ds
of
lear
ner
s an
d d
eliv
ery
model
s
□
Nee
ds
of
lear
ner
s, e
g c
han
gin
g b
ackg
round c
olo
ur
for
pre
senta
tions
or
han
douts
, ch
angin
g f
ont
type
or
size
, use
of
white
spac
e fo
r han
douts
, SM
OG
(Sim
plif
ied M
easu
re o
f G
obble
dyg
ook)
rea
dab
ility
lev
el,
addin
g o
r re
movi
ng
imag
es,
use
of
elec
tronic
form
at,
model
s to
ove
rcom
e la
nguag
e as
pec
t of
lear
nin
g,
appro
priat
e eq
uip
men
t to
allo
w
for
han
ds-
on.
□
Del
iver
y m
odel
s, e
g v
aryi
ng s
tyle
of
pre
senta
tion s
lides
, al
tering p
ace
of
del
iver
y, a
lter
nat
ive
reso
urc
es,
supple
men
ting a
uditory
with v
isual
and h
ands-
on,
mat
eria
ls
or
tools
for
pra
ctic
al a
ctiv
itie
s, s
tuden
t-ce
ntr
ed e
quip
men
t,
additio
nal
support
.
2
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o u
sing
reso
urc
es f
or
lifel
ong lea
rnin
g
2.1
Rev
iew
way
s in
whic
h m
inim
um
co
re e
lem
ents
can
be
dem
onst
rate
d w
hen
usi
ng
reso
urc
es f
or
lifel
ong lea
rnin
g
□
Languag
e, e
g a
war
enes
s of
fact
ors
affec
ting lan
guag
e use
in
cludin
g m
ultili
ngual
ism
and E
SO
L (E
nglis
h f
or
Spea
kers
of
Oth
er L
anguag
es),
diffe
rent
leve
ls o
f la
nguag
e sk
ills,
su
bje
ct s
pec
ific
lan
guag
e, lan
guag
e use
d in p
rese
nta
tions.
□
Lite
racy
, eg
det
erm
inin
g a
bili
ty t
o p
artici
pat
e in
lea
rnin
g,
legib
ility
of
diffe
rent
fonts
, SM
OG
(re
adab
ility
), u
se o
f im
ages
, opport
unitie
s to
pro
mote
liter
acy.
□
Num
erac
y, e
g d
ata
colle
ctio
n, ca
pac
ity
of
num
ber
ski
lls t
o
support
pro
ble
m s
olv
ing,
pro
cess
ing o
f in
form
atio
n u
sing
stat
istics
, an
alys
is o
f st
atis
tica
l dat
a.
□
ICT,
eg t
each
ing t
ools
, co
mpute
r-ai
ded
lea
rnin
g,
skill
s in
under
stan
din
g a
nd u
sing t
echnolo
gy,
lea
rnin
g p
acka
ges
, flex
ible
or
ble
nded
lea
rnin
g a
ppro
aches
.
21
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
Apply
min
imum
core
ele
men
ts
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
□
Languag
e, e
g s
uited
to a
udie
nce
, fo
cus
for
teac
hin
g o
r dis
cuss
ion,
pro
mpt
to q
ues
tionin
g,
pro
moting e
qual
ity,
ra
nge
of
languag
e, e
nco
ura
gin
g s
tuden
ts t
o u
se lan
guag
e sk
ills.
□
Lite
racy
, eg
pro
moting r
ange
of
writt
en lan
guag
e an
d
read
ing s
kills
, re
sear
chin
g u
sing r
ange
of
reso
urc
es f
or
info
rmat
ion,
task
s des
igned
to d
evel
op w
riting s
kills
, note
-ta
king,
inst
ruct
ions
and m
anual
s to
support
pra
ctic
al s
kills
.
□
Num
erac
y, e
g t
able
s fo
r co
llect
ing d
ata,
char
ts,
table
s of
num
eric
al v
alues
, gra
phs
for
inte
rpre
ting r
esults,
dat
a fo
r pro
ble
m s
olv
ing a
ctiv
itie
s, s
pre
adsh
eets
.
□
ICT,
eg w
ord
pro
cess
ing o
r as
signm
ents
, sp
read
shee
ts,
dig
ital
im
ager
y, p
rese
nting a
nd inte
rpre
ting info
rmat
ion,
inte
rnet
or
intr
anet
res
earc
h,
elec
tronic
sto
rage
of
mat
eria
ls,
e-as
sess
men
t.
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
3.1
Rev
iew
ow
n p
ract
ice
in u
sing
reso
urc
es t
o m
eet
the
nee
ds
of
all
lear
ner
s
□
Usi
ng r
esourc
es,
eg a
ppro
priat
e to
subje
ct,
rele
vant
to
mee
t va
riet
y of
studen
t nee
ds,
appro
priat
e use
in t
imin
g
and p
acin
g o
f le
arnin
g,
confiden
ce in u
se,
org
anis
atio
n a
nd
fit
for
purp
ose
, ef
fect
ive
use
in m
anag
emen
t of
lear
nin
g,
appro
priat
e le
vel of
risk
ass
essm
ent.
□
Mee
ting n
eeds
of
studen
ts,
eg f
eedbac
k fr
om
stu
den
ts o
r oth
ers,
ach
ieve
men
t of
lear
nin
g o
bje
ctiv
es,
addre
ssin
g
equal
ity
and d
iver
sity
req
uirem
ents
, fit
for
purp
ose
, en
gag
ing a
nd m
otiva
ting s
tuden
ts,
adap
tabili
ty t
o r
ange
of
nee
ds.
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
13
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Anal
yse
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng r
esourc
es t
o
mee
t th
e nee
ds
of
all le
arner
s
□
Usi
ng r
esourc
es,
eg f
amili
aris
atio
n t
o b
uild
ski
lls a
nd s
elf-
confiden
ce,
work
ing a
longsi
de
exper
ience
d p
ract
itio
ner
, in
crea
sing a
dap
tabili
ty b
y re
sear
chin
g a
lter
nat
ive
appro
aches
, dev
elopin
g n
ew t
echnolo
gie
s, r
esea
rchin
g n
ew
reso
urc
es,
updat
ing s
ubje
ct k
now
ledge,
dev
elopin
g
tech
nic
al e
xper
tise
.
□
Mee
ting n
eeds
of
all st
uden
ts,
eg r
esea
rchin
g r
esourc
e re
quirem
ents
of
spec
ific
stu
den
ts,
updat
ing o
wn p
ract
ice
in
reco
gnis
ing a
nd a
ddre
ssin
g iss
ues
of
equal
ity
and d
iver
sity
, re
sear
chin
g o
ptions
for
modific
atio
n o
f su
pport
mat
eria
ls,
dev
elopin
g n
ew m
odes
of
del
iver
y to
use
tec
hnolo
gie
s to
ex
tend a
nd e
nhan
ce lea
rnin
g a
nd t
each
ing.
214 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Information for tutors
Delivery
At Level 4, delivery can focus more on individual research than on tutor input. This engages learners more directly in the learning process and reflects the required expectations of the CTLLS qualification at Level 4. It also involves learners in researching and preparing materials that they can then use in portfolio building. However, given the strong similarities in the assessment criteria and content between this unit and the Level 3 unit with the same title, it is possible for the units to be delivered together.
Many of the learning outcomes for this unit are identical to those in the Level 3 unit with the same title, and can be demonstrated through teaching practice. Delivery should focus on a practical approach that learners can develop through their own practice and build on Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). It is essential that learners appreciate the practical links between this unit and the units dealing with planning, delivering and assessing lifelong learning.
In delivering Unit 18: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Kolb’s experiential learning cycle was suggested as a framework for planning the micro-teaching session. To evaluate the role of resources in learning, it would be useful to extend this to include visual, auditory and kinaesthetic as a means of classifying resources. Delivery of this unit should extend learners’ understanding of the importance of using resources to promote equality and diversity. This could be achieved through individual research. For the Level 3 version of this unit, the use of visiting specialists to highlight specific learning needs is suggested. At Level 4, it is more appropriate for learners to undertake the research themselves and then use mini-presentations to feed back to other members of the group. This also allows learners to build up teaching practice hours with groups of individuals, adopt teaching strategies they might not use with their own students and receive peer-and tutor feedback.
This unit provides delivery opportunities to integrate minimum core elements into other aspects of lifelong learning, particularly through learner presentations. Using an intranet and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences between members of the group.
Reflection and evaluation are important in this unit. There are four main opportunities for linking this to learning and teaching resources:
self-evaluation as part of a formal session evaluation. There should be a focus on the effectiveness of resource use.
reflecting on own practice in using resources. This would be part of observation feedback that follows observed teaching practice
evaluation of information gained through research. The information should be related to individual practice and context, with particular reference to issues of equality and diversity
personal reflection on practice in using resources and ways to improve own practice through an Individual Learning Review or other form of reflective journal.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 215
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Centres using the Learning and Development alternative unit, Unit 6: Develop and Prepare Resources for Learning and Development (Level 4), might wish to adopt a different approach to the delivery of this unit.
This unit requires learners to research relevant issues around the design and use of resources. The purpose of this is to develop learners’ understanding of how resources should be used to meet the needs of students. Learners should relate their research to
their practical experiences in order to make informed decisions that can be used to further develop their own practice. The suggested delivery approaches for this unit will enable learners to experience a variety of resources from their own practice and from the practice of others in the group, and to adapt resources for different student needs. These activities will contribute to the portfolio building for this unit.
To support the evidence of examples of resources, learners could also include:
learner self-assessment for example a personal learning log, reflective journal or the reflective elements of mini-presentations and group activities
peer assessment, for example peer feedback following mini-presentations
self-evaluation (as a part of teaching practice evaluation)
tutor/observer record of feedback, focusing on the use of resources as a part of the delivery of learning and teaching
witness statements where the use of resources has been observed, though not as part of the teaching observation requirements
record of professional discussion linked specifically to the resourcing of learning.
So that all aspects of the assessment of learning and teaching are seen as a whole, it would be helpful for the assessment of this unit to be considered alongside the corresponding Level 4 units: Unit 3: Assessing Learners in Lifelong Learning (Level 4), Unit 5: Delivering Lifelong Learning (Level 4) and Unit 12: Planning to Meet the Needs of Learners (Level 4). This unit also provides opportunities to review learning from the micro-teaching unit. In addition to written assignments, it is essential that individual learners keep samples of resources used in planning and delivery in their teaching practice portfolio.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor presentations, small-group and whole-group activities and individual activities.
Centres may wish to approach delivery by integrating the theory with the practical assessment for each individual unit or as a single, holistic, integrated activity covering the core units. The learning activities suggested below follow the single-activity approach but are designed to combine with CTLLS units to form a continuous programme.
Whilst the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout delivery of the units in the CTLLS qualification, through teaching practice and the generation of a teaching practice portfolio. Tutors could undertake a review halfway through the course or between the core and fully optional units.
216 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Introduction to unit
Time should be given to tutor-led discussion of the assessment activity along with the links between the units, the use of teaching practice as a part of learners’ own learning processes and overlapping evidence from the workplace.
Learning outcome 1
These activities address assessment criteria 1.1, 1.3 and 1.4 through practice. Tutor presentation summarising the need for specialist resources, accommodation, equipment and aspects of suitability to the learning and teaching of skills, knowledge or understanding. Tutor highlights the need to appreciate the quality of different resources in relation to different students and contexts.
Tutor-led activity on use of resources in the delivery of inclusive learning and teaching. Review of individual teaching practice using individual task sheets for each of the selected resources (for example handouts, textbooks, slide shows, equipment, intranet) as appropriate. Learners use a rating scale to establish the value of resources in terms of key aspects: adequate, fit for purpose, available when required, accessible to all, engaging and stimulating for all students, appropriate to all students’ skills, matching students’ knowledge level, related to rate at which students learn.
The tutor-led activity could be followed by a matching activity involving the whole group. Cards are provided with an example or description of a resource which then has to be placed under one of three headings: visual, auditory or kinaesthetic learning styles. This is then followed by whole group discussion of choices and fitness for purpose.
A small-group activity could be used to address issues of diversity. A single resource for example a generic handout, is provided to each of three groups. One group makes the handout suitable for academic students, one group adapts it for students with learning difficulties and one group for students whose first language is not English. The activity should be followed by group feedback and discussion, focusing on aspects such as suitable design, style and language in engaging students.
A presentation by a tutor or visiting speaker could explore the promotion of student independence and blended learning approaches that use technologies that may not be generally available to all learners.
An additional presentation could explain ways to adapt material resources to meet different student needs, for example changing background colour for presentations or handouts, changing font type or size, adding or removing images, varying style of presentation slides, offering alternative resources and use of learning support.
Learning outcomes 1 and 3
These activities address assessment criteria 1.2, 1.3, 1.4, 3.1 and 3.2 through use of the personal learning log.
Individual research undertaken by learners who select and analyse examples from their own teaching, demonstrating their understanding of the benefits and limitations of resources in the delivery of inclusive learning and teaching.
Learners prepare and deliver a mini-presentation on their selected example of a good resource (for individual students and subject) and explain the use and benefits. They then contrast this with their selected example of a poor resource. It is important that the mini-presentation is supported by findings from the learner’s own research in the area of delivering inclusive learning and teaching. This could be
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 217
– Issue 1 – August 2012 © Pearson Education Limited 2012
followed by an explanation of how to adapt specific resources to meet the needs of different students and models. The presentation could include, for example, adapting a paper-based resource with the aid of ICT. This would help learners to review their own practice in using resources to meet the needs of learners, as well as to explore alternative approaches to the use of resources.
Following the presentations, a whole-group discussion and tutor summary could highlight aspects that may have been overlooked, for example resource impact, stimulation, cost effectiveness, currency, overuse. Referring to examples from their own practice and mini-presentation, individual learners could then analyse ways to improve their practice in using resources to meet the needs of all learners, including the use of a resource to focus on learning rather than teaching as a means of improving individual practice.
Learning outcome 2
This activity is linked to the personal learning log and teaching practice. Learners give mini-presentations to show how minimum core elements can be demonstrated when using resources for lifelong learning. It is important that the mini-presentation is supported by findings from the learner’s own research in the area of reviewing ways in which minimum core elements can be demonstrated in the use of resources for lifelong learning. Learners should provide practical evidence of using resources that incorporate language skills appropriate to different contexts and audiences. The presentations and examples of handouts could provide resource-based evidence for literacy skills. Demonstrating numeracy elements in a learning and teaching context could be achieved through reference to a case study which contains tables or other forms of data. The use of ICT could also be incorporated into the learner presentations.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. These are for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
At Level 4, learners need to show evidence of individual research and extended writing. Whilst a number of assessment criteria are identical at Level 3 and Level 4, the Level 4 learner should be provided with the appropriate degree of challenge, including the requirement to draw evidence from a variety of sources and provide clear links between practice and theory through including reference to underpinning knowledge.
Assessment criteria 1.1, 1.3, 1.4 and 2.2
Learners undertake practical teaching activities, using resources to contribute to inclusive learning and teaching, to promote equality, diversity and contribute to the learning process. During each observed session, they should demonstrate adapting of selected resources to meet the needs of at least one specific group of students and one specific delivery model. Learners should also include at least one example of addressing an aspect of the minimum core when using a resource.
218 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Assessment evidence
Session plans, sample resources and observation records.
Assessment criteria 1.2, 2.1, 3.1 and 3.2
Research, materials prepared for presentations and workshops can all be used for these activities. Learners review the benefits and limitations of the resources selected for their mini-presentations. They should explain what makes an effective resource in their teaching context and how this can be used to provide for equality and diversity when selecting appropriate learning and teaching resources.
Learners review their use of resources, identifying ways of adapting resources to meet the needs of their subject and all their students as well as providing opportunities for incorporating the minimum core. The activities should include reference to the resources adapted for a specific student and the resources adapted with the use of ICT. Learners should review what steps they now need to take to improve their own practice in using resources for inclusive learning and teaching.
Assessment evidence
Assignments, samples of resources, examples of pre- and post-adapting of resources for students, delivery model.
Indicative resource materials
Textbooks
Marshall B – Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J – Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 219
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Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.businessballs.com Educational resources on the web
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.geoffpetty.com Geoff Petty online teaching and learning resources
www.ifl.ac.uk Institute for Learning
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources
220 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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11 Further information and useful publications
For further information about the qualification(s) featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may be monitored for quality and training purposes) or visit our website (www.edexcel.com).
Related information and publications include:
Equality Policy
Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually).
Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/home.aspx
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 221
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12 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Edexcel may monitor calls for quality and training purposes.
The training we provide:
is practical–ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
22
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
An
nexe A
: P
rog
ress
ion
Op
po
rtu
nit
ies
Thes
e ar
e ex
ample
s of
pro
gre
ssio
n o
pport
unitie
s to
oth
er E
dex
cel qual
ific
atio
ns
within
the
Tea
chin
g a
nd L
earn
ing s
ecto
r.
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
B
TEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
7
Edex
cel D
iplo
ma
in
Ass
essm
ent
Man
agem
ent
6
5
Edex
cel D
iplo
ma
in T
each
ing in
the
Life
long L
earn
ing S
ecto
r
4
Edex
cel Aw
ard a
nd D
iplo
ma
in
Lear
nin
g a
nd D
evel
opm
ent
3
Edex
cel Aw
ard a
nd C
ertifica
te
in L
earn
ing a
nd D
evel
opm
ent
2
1
En
try
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
23
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
An
nexe B
: C
ert
ific
ate
in
Teach
ing
in
th
e L
ifelo
ng
Learn
ing
Sect
or
— m
ap
pin
g o
verv
iew
New
CTLLS
P
lan
nin
g t
o
meet
the
need
s o
f le
arn
ers
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to
leg
acy
CTLLS
(P
lan
nin
g a
nd
En
ab
lin
g
Learn
ing
)
New
CTLLS
A
ssess
ing
le
arn
ers
in
li
felo
ng
learn
ing
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to
leg
acy
CTLLS
(P
rin
cip
les
an
d p
ract
ice
of
ass
ess
men
t)
New
CTLLS
U
sin
g
reso
urc
es
for
life
lon
g
learn
ing
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to
leg
acy
CTLLS
(P
lan
nin
g
an
d E
nab
lin
g
Learn
ing
)
New
CTLLS
D
eli
veri
ng
li
felo
ng
le
arn
ing
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to
leg
acy
CTLLS
(P
lan
nin
g
an
d E
nab
lin
g
Learn
ing
)
1.1
P&
EL
1.1
1
.1
2.1
PPA
1
.1
1.1
P&
EL
2.1
1.2
P&
EL
1.2
1
.2
3.3
PPA
1
.2
P&EL
3.2
1.2
P&
EL
3.1
1.3
P&
EL
1.3
1
.3
4.1
PPA
1
.3
1.3
P&
EL
3.3
2.1
P&
EL
2.2
1
.4
3.2
PPA
1
.4
P&EL
3.4
2.1
P&
EL
4.1
2.2
P&
EL
2.3
2
.1
5.1
PPA
2
.1
P&EL
3.3
2
.2
P&EL
4.3
2.3
P&
EL
2.3
2
.2
5.2
PPA
2
.2
P&EL
5.1
-5.4
3
.1
NEW
2.4
P&
EL
2.4
2
.3
5.3
PPA
3
.1
P&EL
6.1
3
.2
2.5
P&
EL
2.6
3
.1
P&EL
3.3
3
.2
P&EL
6.1
4
.1
P&EL
3.3
3.1
P&
EL
3.3
3
.2
P&EL
5.1
-5.4
4
.2
P&EL
5.1
-5.4
3.2
P&
EL
5.1
-5.4
4
.1
P&EL
6.1
5
.1
P&EL
6.1
4.1
P&
EL
6.1
4
.2
P&EL
6.1
5
.2
P&EL
6.1
4.2
P&
EL
6.1
5
.3
P&EL
4.2
224 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
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Annexe C: Teaching Practice Assignment
Sample Teaching Practice Observation Assignment
Delivering observed learning and teaching sessions
The principal purpose behind teaching practice observation is to provide an opportunity to reflect on teaching practice – supported by feedback from tutors and subject specialists.
Where observations occur as part of the organisation’s quality assurance, these may be used as a subject-specialist observation, providing this is appropriate, in that the observer is a suitably qualified teacher and there is clear and appropriate written feedback that can be included as evidence. These should represent no more than 50% of your observed sessions. In addition to these organisational observations, additional observations may be required to ensure a variety of teaching approaches are adequately covered and a range of contexts which might include:
a variety of teaching practice locations/settings/contexts
teaching across more than one level
teaching a variety of learners
teaching individuals and groups
experience of non-teaching roles
gaining subject specialist knowledge.
(Though in teaching practice it may not be realistic to be able to access to all of these.)
The CTLLS requirement is for a minimum of 30 hours of teaching practice and covers the units:
Units 4 and 5: Delivering Lifelong Learning (Levels 3 and 4)
Units 2 and 3: Assessing Learners in Lifelong Learning (Levels 3 and 4)
Units11 and 12: Planning to Meet the Needs of Learners (Levels 3 and 4)
Units 22 and 23: Using Resources for Lifelong Learning (Levels 3 and 4).
This also includes the Learning and Development alternatives (which specifically require a workplace environment) and many of the optional units.
The requirement is for a minimum of three observations of teaching practice, totalling a minimum of 3 hours (minimum of half an hour for any single observation, and excluding PTLLS).
Prepare for the observation by familiarising yourself with the observation feedback pro forma and discussing any issues with the observer beforehand. You should negotiate each observation of your teaching practice so that you are able to select the day, time and location of greatest benefit to you. The observers should be as unobtrusive as possible and create minimum impact on the teaching group. In special cases you may need to negotiate the use of participative observation with groups such as learners with special educational needs.
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Evidence of session planning
The observing tutor should be provided with an observation pack to include:
scheme of work showing session in context (where appropriate)
an outline of the learning group (group profile) — including issues of differentiation, specific considerations, eg health and safety, risk assessment
session plan – indicating topic/content, aims/objectives, teaching methods, learning activities, resources, learning checks, evaluation
samples of activities/resources used during the session
samples of learning checks/assessment materials
previous observation reports and materials (after the first observation)
Evidence of session delivery
Things to be aware of when delivering each session:
structure of the session (beginning, development, summing up/closure) with appropriate links to the sequencing in the programme/scheme of work
demonstrating suitable subject knowledge and/or appropriate skills content
embedding literacy, language, numeracy and ICT
using varied teaching and learning activities– with appropriate levels of challenge for individuals i.e. differentiation, use of appropriate technologies
addressing different learning styles
creating opportunities for small group work, where appropriate, to encourage differentiation and peer teaching/support
personal communication skills (including questioning techniques)
establishing and developing appropriate relationships within the learning group, demonstrating equality and valuing diversity
appropriate approaches to behaviour management
quality, suitability and use of resources–including new technologies
effectiveness of the learning/learning checks/assessment, including use of technology where appropriate
opportunities to develop study and personal management skills (eg Wider Skills)
providing opportunities for feedback to and from individual learners
how well learners were engaged throughout the session.
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Evaluating learning and teaching
As soon as possible after your observed session, organise a feedback meeting with the observer during which you can reflect on your practice and use the feedback from the tutor to highlight strengths and areas for improvement. By including previous observation reports in the pack provided at the start of the session each observer can identify how you have addressed previous feedback.
Where possible, include formal or informal feedback from your students to complete your own session evaluation section of the lesson plan and refer to this, and the written feedback provided by the tutor-observer, when completing your personal learning log evaluation. You should refer to theories, models and principles in order to analyse and justify your own approaches and specialist area.
Planning improvements to learning and teaching
In order to develop and improve your own practice, each observation report should identify areas for development. These provide the targets to add to your action plan which you need to use to identify specific requirements for continuing personal and professional development (CPPD). Achieved targets should be added to your CPPD record and developments implemented and demonstrated in subsequent observations of teaching practice. In this way your observation record will demonstrate evidence of your improvements in planning and delivering learning and teaching.
To help in this you should research websites and refer to the professional standards for teaching in the Lifelong Learning sector.
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 227
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Annexe D: Documents for Teaching Practice
Teaching practice forms:
SESSION PLAN PRO FORMA
Learning Group: Session No:
Date :
Location: Trainer tutor teacher:
Resources necessary for session
Needs for differentiation
Skills development Opportunities:
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Timing
Topic/content Knowledge/skills
Teacher activities
Learning activities
Learning checks
Self-evaluation Issues arising: Strengths: Possible changes/alternative approaches/ICT opportunities:
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Teaching Practice Observation Pro Forma
Tutor/Mentor Feedback
Learner Name
Observer Name
Learning Group
Number of students
Date
Specific issues to be addressed in differentiation
SESSION PREPARATION AND PLANNING — APPROPRIATE SESSION PLAN EVIDENCE
Aims/learning outcomes to suit specialist content/scheme of work
Appropriate teaching/learning methods for skills/ knowledge
Variety of teaching approaches and learning styles/ needs
Identifying inclusive learning activities for differentiation
Planning for resources and materials including ICT
Opportunities for assessment/ feedback to support learning
Appropriate timings and organisation of content, including summary
Skills development
Overall feedback on planning:
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TEACHING AND LEARNING STRATEGIES — APPROPRIATE TO SPECIALIST AREA AND STUDENTS’ NEEDS
Room and resources made ready for the start of the session
Aims/objectives shared with students through introduction/ continuity
Appropriate attitude towards students and awareness of needs
Variety and pacing to suit skills and knowledge of specialist area
Communications to suit students — voice, gesture and use of language
Students actively involved, engaged and motivated throughout
Variety of activities to allow for differentiation ie group/individual
Specialist subject knowledge and skills current and sound
Overall feedback on teaching and learning strategies:
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TECHNIQUES, RESOURCES AND TEACHING AIDS
Appropriate use of writing board/flip chart/active-board
Teaching resources used appropriately to stimulate and engage
Learning resources used to actively engage and empower students
Strategies appropriate to manage the learning environment
Visual resources clear, appropriate level/language/ quality
Students themselves used as resource, eg group work
Appropriate use of new technologies in teaching and learning to motivate
Awareness of health and safety issues/risk assessment
Overall feedback on resources:
ASSESSMENT OF LEARNING/LEARNING CHECKS
Students provided with appropriate guidance on assessment
Tutor assessment of learning appropriate to subject/students
Overall feedback on assessment and feedback:
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Variety of questioning appropriate to all students and context
Students involved in appropriate level of self/peer assessment
Learning checks to allow for inclusion and differentiation
Assessment appropriate to assessment/ performance criteria
Students provided with appropriate feedback identifying goals
Assessment fair, unbiased and subject specific
POSSIBLE AREAS FOR DEVELOPMENT/STRATEGIES TO THINK ABOUT
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STUDENT RESPONSE, ENGAGEMENT AND MOTIVATION
Positive rapport to encourage respect and trust in learning
Appropriate level of challenge to suit students/specialism
Appropriate level of participation, attention and interest
Appropriate attitude towards students to empower
Students respond in way that indicates needs are being met
Opportunities for differentiated learning
Awareness of needs for inclusion and addressing disabilities
Positive class atmosphere/ attitude to subject/learning
Overall feedback on planning:
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OBSERVEE’S PERSONAL EVALUATION AND IDENTIFIED AREAS FOR DEVELOPMENT
Tutor/Observer
Name/Responsibilities
Learner/Candidate
Name/Role
Observer
Signature
Learner
Signature
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Lesson Observation Report (sample) Please complete all statistical information:
Teacher Lesson grade 1 2 3 4
Employment status Direct FT Fractional POW Agency Date of observation
Course Name Length of lesson/observation
Course Code Attendance (actual/possible)
Department Punctuality Good Satisfactory Poor
Type of learners 14-19 Adult Empl.
Vice/Assistant Principal
Observer Programme Manager Tick one area of work or SSA
Community
Learning
1 Health and Soc.
Care
9 Arts, Media,
Publishing
14bi Basic Skills
Employer
Responsive
2 Science & Maths 11 Social Sciences 14bii LDD
Higher Education 6 ICT 12 English 14ci F. Skills Tutorial 7 Hospitality 13 Teacher
Training
14cii ALS
8 Leisure, Travel,
Tourism
14a ESOL 15 Bus admin &
Law
Context of lesson and relevant background information on the group. Consider any resource issues: accommodation; equipment; materials. Nature of group/ Type of learners.
Punctuality and attendance: how well does the teacher manage attendance and/or punctuality issues?
Safeguarding: How well do learners use safe working practices; develop understanding of inclusion, personal safety, vulnerability and non-discriminatory behaviour? How well are they developing their understanding of health and wellbeing?
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Equality & Diversity: How well do resources and content promote equality and diversity and tackle discrimination?
LLN development: How well are language, literacy, numeracy, key and functional skills developed in the lesson?
Individual learners’ needs: How well do teaching and learning methods and resources connect, activate and consolidate the learning of individuals?
Key strengths
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Key areas for improvement/development
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Suggested actions for improvement
The suggested actions for improvement are to be used to develop an Action Plan with the teacher. It is to be considered and monitored during appraisal and support and supervision meetings, and inform the teacher’s Individual Development Plan.
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Annexe E: Personal Learning Log
*Centre name/logo
Certificate in Teaching in the Lifelong Learning Sector PERSONAL LEARNING LOG
Level 4 Planning to Meet the Needs of Learners
Name:
Registration number:
Candidate signature:
Date completed:
Tutor signature:
Date completed:
The purpose of this personal learning log is to help structure the reflective process. This, in turn, will help with the gathering and interpretation of evidence that can be used for the assessment of this Level 4 CTLLS unit. It is important that at Level 4 you are able to develop your ideas and understanding by applying theories and principles to your own specialist teaching area.
It is important to include evidence from background reading that reflects your understanding of underpinning principles. Ensure clear referencing, using the Harvard Referencing system. Materials gathered during individual research should be included as part of your personal learning log only when it is clear you have used the information, possibly where you have highlighted key information or made your own notes alongside text. Any materials included must also clearly show the source of the information such as website details (with date accessed), reference to books, magazines or newspapers, as appropriate.
The space allocated to each ILR entry should NOT be taken as an indicator of how much written work is required to address the issues raised by the guidance. Each reflective activity should include reference to theories and principles, as well as, evidence drawn from your own practical teaching experiences. You should aim for an appropriate balance between these and you should also provide links to other units where similar information can be used to support your reflection. References should be included in the box provided at the end of each ILR entry.
Your ILR should also include your own personal reflections on your learning and teaching experiences — in particular those relating to ‘Eureka’ moments!
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Personal Learning Log
Initial assessment activity: use results from at least two different initial assessments to evidence and review the success of your practice in making initial and diagnostic assessment meaningful. Use your research to inform an analysis of the impact of initial assessment in selecting teaching approaches when planning sessions. References/sources: Outcomes/development required/implications for practice:
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Tutor comments: Signed: Date: Minimum core activity: explain how you cover minimum core elements in the planning of sessions Activities: References/sources: Outcomes/development required/implications for practice:
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Tutor comments: Signed: Date: Evaluate sessions: use feedback from students, tutors, peers, self to evaluate observed sessions. Us this to explain how your choice of teaching methods meets the needs of all students and helps in negotiating individual learning goals. Using case studies, record and evaluate the individual needs of a competent student, one lacking confidence and one requiring special consideration.
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References/sources: Outcomes/development required/implications for practice: Tutor comments: Signed: Date:
24
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
An
nexe F
: P
ort
folio
Evid
en
ce R
eco
rdin
g S
heets
Un
it 1
: Ass
ess
Vo
cati
on
al S
kills
, K
no
wle
dg
e a
nd
Un
ders
tan
din
g (
Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sel
ect
met
hods
to a
sses
s vo
cational
ski
lls,
know
ledge
and
under
stan
din
g w
hic
h a
ddre
ss lea
rner
nee
ds
and m
eet
asse
ssm
ent
requirem
ents
, in
cludin
g:
as
sess
men
ts o
f th
e le
arner
in s
imula
ted e
nvi
ronm
ents
sk
ills
test
s
ora
l an
d w
ritt
en q
ues
tions
as
signm
ents
pro
ject
s
ca
se s
tudie
s
re
cognis
ing p
rior
lear
nin
g
1.2
Pr
epar
e re
sourc
es a
nd c
onditio
ns
for
the
asse
ssm
ent
of
voca
tional
sk
ills,
know
ledge
and u
nder
stan
din
g
1
Be
able
to p
repar
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
stan
din
g
1.3
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g t
o
lear
ner
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
45
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
2.1
M
anag
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
stan
din
g t
o m
eet
asse
ssm
ent
requirem
ents
2.2
Pro
vide
support
to lea
rner
s w
ithin
agre
ed lim
itat
ions
2.3
Anal
yse
evid
ence
of le
arner
ach
ieve
men
t
2.4
M
ake
asse
ssm
ent
dec
isio
ns
rela
ting t
o v
oca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g a
gai
nst
spec
ifie
d c
rite
ria
2.5
Fo
llow
sta
ndar
dis
atio
n p
roce
dure
s
2
Be
able
to c
arry
out
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
2.6
Pr
ovi
de
feed
bac
k to
the
lear
ner
that
affirm
s ac
hie
vem
ent
and
iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and
pro
gre
ssio
n
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g,
its
outc
om
es a
nd lea
rner
pro
gre
ss
3.2
M
ake
asse
ssm
ent
info
rmat
ion a
vaila
ble
to a
uth
orise
d c
olle
agues
as
required
3
Be
able
to p
rovi
de
required
in
form
atio
n
follo
win
g t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
3.3
Fo
llow
pro
cedure
s to
mai
nta
in t
he
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion
24
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion r
elat
ing t
o t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g,
incl
udin
g t
hose
for
hea
lth,
safe
ty a
nd w
elfa
re
4.2
Apply
req
uirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing o
ut
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
4
Be
able
to m
ainta
in
legal
and g
ood
pra
ctic
e re
quirem
ents
when
as
sess
ing
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
4.4
Tak
e par
t in
continuin
g p
rofe
ssio
nal
dev
elopm
ent
to e
nsu
re c
urr
ent
exper
tise
and c
om
pet
ence
in a
sses
sing v
oca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
47
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 2
: Ass
ess
ing
Learn
ers
in
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sel
ect
and a
pply
ass
essm
ent
types
and m
ethods
to m
eet
the
nee
ds
of
lear
ner
s
1.2
U
se p
eer-
and s
elf-
asse
ssm
ent
to p
rom
ote
lea
rner
invo
lvem
ent
and p
erso
nal
res
ponsi
bili
ty in t
he
asse
ssm
ent
for
and o
f th
eir
lear
nin
g
1.3
U
se q
ues
tionin
g a
nd f
eedbac
k in
the
asse
ssm
ent
for
and o
f le
arnin
g
1
Be
able
to u
se
types
and m
ethods
of
asse
ssm
ent
to
mee
t th
e nee
ds
of
lear
ner
s
1.4
U
se a
sses
smen
t ty
pes
and m
ethods
to e
nab
le lea
rner
s to
pro
duce
ass
essm
ent
evid
ence
that
is
valid
, re
liable
, su
ffic
ient,
au
then
tic
and c
urr
ent
2.1
D
efin
e th
e ke
y co
nce
pts
of
asse
ssm
ent
2.2
Sta
te t
he
asse
ssm
ent
requirem
ents
and r
elat
ed p
roce
dure
s of
lear
nin
g p
rogra
mm
es
2.3
Car
ry o
ut
and r
ecord
ass
essm
ents
to m
eet
inte
rnal
and e
xter
nal
pro
cess
es a
nd r
equirem
ents
2
Be
able
to c
onduct
an
d r
ecord
as
sess
men
ts in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
pro
cess
es
and r
equirem
ents
2.4
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n inte
rest
in lea
rner
ach
ieve
men
t
24
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
how
min
imum
core
ele
men
ts c
an b
e dem
onst
rate
d in a
sses
sing lea
rner
s in
lifel
ong
lear
nin
g
3
Under
stan
d
expec
tations
in
rela
tion t
o t
he
min
imum
core
in
asse
ssin
g lea
rner
s in
lifel
ong lea
rnin
g
3.2
Apply
min
imum
core
ele
men
ts in a
sses
sing lea
rner
s in
ow
n s
pec
ialis
t ar
ea
4.1
Ref
lect
on t
he
effe
ctiv
enes
s of
ow
n a
sses
smen
t pra
ctic
e, t
akin
g a
ccount
of th
e vi
ews
of
lear
ner
s
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e 4.2
Id
entify
way
s to
im
pro
ve o
wn a
sses
smen
t pra
ctic
e
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
49
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 3
: Ass
ess
ing
Learn
ers
in
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sel
ect
and a
pply
ass
essm
ent
types
and m
ethods
to
mee
t th
e nee
ds
of
lear
ner
s
1.2
U
se p
eer-
and s
elf-
asse
ssm
ent
to p
rom
ote
lea
rner
in
volv
emen
t an
d p
erso
nal
res
ponsi
bili
ty in t
he
asse
ssm
ent
for
and o
f th
eir
lear
nin
g
1.3
Ass
ess
how
ques
tionin
g a
nd f
eedbac
k co
ntr
ibute
s to
th
e as
sess
men
t pro
cess
1
Be
able
to u
se
types
and m
ethods
of
asse
ssm
ent
to
mee
t th
e nee
ds
of
lear
ner
s
1.4
U
se a
sses
smen
t ty
pes
and m
ethods
to e
nab
le
lear
ner
s to
pro
duce
ass
essm
ent
evid
ence
that
is
valid
, re
liable
, su
ffic
ient,
auth
entic
and c
urr
ent
2.1
Rev
iew
the
asse
ssm
ent
requirem
ents
and r
elat
ed
pro
cedure
s of
lear
nin
g p
rogra
mm
es
2.2
Car
ry o
ut
and r
ecord
ass
essm
ents
to m
eet
inte
rnal
an
d e
xter
nal
pro
cess
es a
nd r
equirem
ents
2
Be
able
to c
onduct
an
d r
ecord
as
sess
men
ts in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
pro
cess
es
and r
equirem
ents
2.3
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n inte
rest
in lea
rner
ac
hie
vem
ent
25
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Rev
iew
way
s in
whic
h m
inim
um
core
ele
men
ts c
an
be
dem
onst
rate
d in a
sses
sing lea
rner
s in
lifel
ong
lear
nin
g
3
Under
stan
d
expec
tations
in
rela
tion t
o t
he
min
imum
core
in
asse
ssin
g lea
rner
s in
lifel
ong lea
rnin
g
3.2
Apply
min
imum
core
ele
men
ts in a
sses
sing lea
rner
s in
ow
n s
pec
ialis
t ar
ea
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n a
sses
smen
t pra
ctic
e, t
akin
g a
ccount
of th
e vi
ews
of
lear
ner
s
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e 4.2
Est
ablis
h w
ays
to im
pro
ve o
wn a
sses
smen
t pra
ctic
e
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
51
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 4
: Deliveri
ng
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Cre
ate
a purp
ose
ful, incl
usi
ve lea
rnin
g a
nd t
each
ing
envi
ronm
ent
1.2
U
se lea
rnin
g a
nd t
each
ing a
ctiv
itie
s to
mee
t cu
rric
ulu
m r
equirem
ents
1
Be
able
to u
se
incl
usi
ve lea
rnin
g
and t
each
ing
appro
aches
in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
1.3
Pr
ovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e, n
um
erac
y an
d I
CT s
kills
2.1
U
se c
om
munic
atio
n m
ethods
and m
edia
to m
eet
the
nee
ds
of
all le
arner
s
2
Be
able
to
com
munic
ate
with
lear
ner
s an
d o
ther
le
arnin
g
pro
fess
ional
s to
en
han
ce lea
rnin
g
2.2
Com
munic
ate
with o
ther
lea
rnin
g p
rofe
ssio
nal
s to
m
eet
lear
ner
nee
ds
and e
nhan
ce p
rogre
ssio
n
3.1
Exp
lain
way
s to
use
tec
hnolo
gy
to e
nhan
ce lea
rnin
g
and t
each
ing
3
Under
stan
d h
ow
te
chnolo
gy
can
enhan
ce lea
rnin
g
and t
each
ing
3.2
Rev
iew
the
ben
efits
and lim
itat
ions
of
usi
ng
tech
nolo
gy
in lea
rnin
g a
nd t
each
ing
4.1
D
escr
ibe
way
s m
inim
um
core
ele
men
ts c
an b
e dem
onst
rate
d in d
eliv
erin
g lifel
ong lea
rnin
g
4
Under
stan
d t
he
use
of
min
imum
co
re in r
elat
ion t
o
del
iver
ing lifel
ong
lear
nin
g
4.2
Apply
min
imum
core
ele
men
ts in d
eliv
erin
g lifel
ong
lear
nin
g
25
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
5.1
Ref
lect
on t
he
effe
ctiv
enes
s of
ow
n u
se o
f in
clusi
ve
lear
nin
g a
nd t
each
ing a
ppro
aches
5.2
Id
entify
way
s to
im
pro
ve o
wn p
ract
ice
in u
sing
lear
nin
g a
nd t
each
ing a
ppro
aches
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
5.3
Id
entify
way
s in
whic
h o
wn c
om
munic
atio
n s
kills
co
uld
be
impro
ved
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
53
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 5
: Deliveri
ng
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Cre
ate
a purp
ose
ful, incl
usi
ve lea
rnin
g a
nd t
each
ing
envi
ronm
ent
1.2
D
emonst
rate
an incl
usi
ve a
ppro
ach t
o t
each
ing a
nd
lear
nin
g in a
ccord
ance
with inte
rnal
pro
cess
es a
nd
exte
rnal
req
uirem
ents
1
Be
able
to u
se
incl
usi
ve lea
rnin
g
and t
each
ing
appro
aches
in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
1.3
Pr
ovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctic
e th
eir
liter
acy,
lan
guag
e, n
um
erac
y an
d I
CT s
kills
2.1
D
emonst
rate
com
munic
atio
n m
ethods
and m
edia
to
mee
t th
e nee
ds
of
all le
arner
s
2
Be
able
to
com
munic
ate
with
lear
ner
s an
d o
ther
le
arnin
g
pro
fess
ional
s to
en
coura
ge
lear
nin
g
2.2
Com
munic
ate
with o
ther
lea
rnin
g p
rofe
ssio
nal
s to
m
eet
lear
ner
nee
ds
and e
nco
ura
ge
pro
gre
ssio
n
3.1
Anal
yse
way
s to
use
tec
hnolo
gy
to e
nhan
ce lea
rnin
g
and t
each
ing
3
Under
stan
d h
ow
te
chnolo
gy
can
enhan
ce lea
rnin
g
and t
each
ing
3.2
Eva
luat
e th
e ben
efits
and lim
itat
ions
of
usi
ng
tech
nolo
gy
in lea
rnin
g a
nd t
each
ing
4.1
Rev
iew
way
s in
whic
h e
lem
ents
of
the
min
imum
co
re c
an b
e dem
onst
rate
d in d
eliv
erin
g lifel
ong
lear
nin
g
4
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
del
iver
ing lifel
ong
lear
nin
g
4.2
Apply
min
imum
core
ele
men
ts in d
eliv
erin
g lifel
ong
lear
nin
g
25
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
5.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n u
se o
f in
clusi
ve
lear
nin
g a
nd t
each
ing a
ppro
aches
in m
eeting t
he
nee
ds
of
all le
arner
s
5.2
Anal
yse
way
s to
im
pro
ve o
wn p
ract
ice
in u
sing
lear
nin
g a
nd t
each
ing a
ppro
aches
to m
eet
the
nee
ds
of
all le
arner
s
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
5.3
Rev
iew
way
s in
whic
h o
wn c
om
munic
atio
n s
kills
co
uld
be
impro
ved
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
55
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 6
: Develo
p a
nd
Pre
pare
Reso
urc
es
for
Learn
ing
an
d D
evelo
pm
en
t (L
evel 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
princi
ple
s under
pin
nin
g r
esourc
e se
lect
ion f
or
lear
nin
g a
nd d
evel
opm
ent
1.2
Anal
yse
fact
ors
that
are
im
port
ant
when
dev
elopin
g a
nd
pre
par
ing r
esourc
es t
hat
confo
rm t
o n
atio
nal
leg
isla
tion
and o
rgan
isat
ional
polic
ies
1
Under
stan
d
princi
ple
s under
pin
nin
g
dev
elopm
ent
and
pre
par
atio
n o
f re
sourc
es f
or
lear
nin
g a
nd
dev
elopm
ent
1.3
Eva
luat
e th
e co
ntr
ibution o
f te
chnolo
gy
to t
he
dev
elopm
ent
of
lear
nin
g a
nd d
evel
opm
ent
reso
urc
es
2.1
Agre
e nee
ds
of
lear
ner
s fo
r w
hom
res
ourc
es a
re b
eing
dev
eloped
2.2
Pr
epar
e re
sourc
es f
or
the
del
iver
y of
lear
nin
g a
nd
dev
elopm
ent,
ensu
ring leg
isla
tive
and o
rgan
isat
ional
hea
lth,
safe
ty,
wel
fare
, eq
ual
ity
and incl
usi
on
requirem
ents
are
met
2.3
Pl
an a
dap
tations
to a
nd u
se o
f te
chnolo
gy
within
re
sourc
es t
o m
eet
lear
nin
g a
nd d
evel
opm
ent
nee
ds
2.4
Pr
epar
e guid
ance
to a
ssis
t th
ose
usi
ng lea
rnin
g a
nd
dev
elopm
ent
reso
urc
es
2
Be
able
to d
evel
op
reso
urc
es t
o m
eet
lear
nin
g a
nd
dev
elopm
ent
nee
ds
2.5
Eva
luat
e th
e su
itab
ility
of
reso
urc
es f
or
lear
nin
g a
nd
dev
elopm
ent
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
25
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 7
: Faci
lita
te L
earn
ing
an
d D
evelo
pm
en
t in
Gro
up
s (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
purp
ose
s of
gro
up lea
rnin
g a
nd d
evel
opm
ent
1.2
Exp
lain
why
del
iver
y of
lear
nin
g a
nd d
evel
opm
ent
must
re
flec
t gro
up d
ynam
ics
1.3
Eva
luat
e m
ethods
for
faci
litat
ing lea
rnin
g a
nd
dev
elopm
ent
to m
eet
the
nee
ds
of
gro
ups
1.4
Exp
lain
how
to m
anag
e risk
s an
d s
afeg
uar
d indiv
idual
s w
hen
fac
ilita
ting lea
rnin
g a
nd d
evel
opm
ent
in g
roups
1.5
Exp
lain
how
to o
verc
om
e bar
rier
s to
lea
rnin
g in g
roups
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
within
gro
up lea
rnin
g a
nd d
evel
opm
ent
activi
ties
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
1.7
Exp
lain
how
to a
dap
t del
iver
y bas
ed o
n f
eedbac
k fr
om
le
arner
s in
gro
ups
2.1
Cla
rify
fac
ilita
tion m
ethods
with g
roup m
ember
s to
mee
t gro
up a
nd indiv
idual
lea
rnin
g o
bje
ctiv
es
2.2
Im
ple
men
t le
arnin
g a
nd d
evel
opm
ent
activi
ties
to m
eet
lear
nin
g o
bje
ctiv
es
2
Be
able
to f
acili
tate
le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
2.3
M
anag
e risk
s to
gro
up a
nd indiv
idual
lea
rnin
g a
nd
dev
elopm
ent
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
new
kn
ow
ledge
and s
kills
in p
ract
ical
conte
xts
3
Be
able
to a
ssis
t gro
ups
to a
pply
new
know
ledge
and s
kills
in
pra
ctic
al c
onte
xts
3.2
Pro
vide
feed
bac
k to
im
pro
ve t
he
applic
atio
n o
f le
arnin
g
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
57
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
4.1
Support
sel
f-ev
aluat
ion b
y le
arner
s
4.2
Rev
iew
indiv
idual
res
ponse
s to
lea
rnin
g a
nd
dev
elopm
ent
in g
roups
4
Be
able
to a
ssis
t le
arner
s to
ref
lect
on t
hei
r le
arnin
g
and d
evel
opm
ent
under
take
n in
gro
ups
4.3
Ass
ist
lear
ner
s to
iden
tify
thei
r fu
ture
lea
rnin
g a
nd
dev
elopm
ent
nee
ds
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
25
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 8
: Faci
lita
te L
earn
ing
an
d D
evelo
pm
en
t fo
r In
div
idu
als
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
purp
ose
s of
one-
to-o
ne
lear
nin
g a
nd
dev
elopm
ent
1.2
Exp
lain
fac
tors
to b
e co
nsi
der
ed w
hen
fa
cilit
atin
g lea
rnin
g a
nd d
evel
opm
ent
to m
eet
indiv
idual
nee
ds
1.3
Eva
luat
e m
ethods
for
faci
litat
ing lea
rnin
g a
nd
dev
elopm
ent
to m
eet
the
nee
ds
of
indiv
idual
s
1.4
Exp
lain
how
to m
anag
e risk
s an
d s
afeg
uar
d
indiv
idual
s w
hen
fac
ilita
ting o
ne-
to-o
ne
lear
nin
g a
nd d
evel
opm
ent
1.5
Exp
lain
how
to o
verc
om
e in
div
idual
bar
rier
s to
le
arnin
g
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f one-
to-o
ne
lear
nin
g
and d
evel
opm
ent
1.7
Exp
lain
how
to a
dap
t del
iver
y to
mee
t in
div
idual
lea
rner
nee
ds
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
59
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
2.1
Cla
rify
fac
ilita
tion m
ethods
with indiv
idual
s to
m
eet
thei
r le
arnin
g a
nd/o
r dev
elopm
ent
obje
ctiv
es
2.2
Im
ple
men
t ac
tivi
ties
to
mee
t le
arnin
g a
nd/o
r dev
elopm
ent
obje
ctiv
es
2
Be
able
to f
acili
tate
one-
to-o
ne
lear
nin
g a
nd
dev
elopm
ent
2.3
M
anag
e risk
s an
d s
afeg
uar
d lea
rner
s par
tici
pat
ing in o
ne-
to-o
ne
lear
nin
g a
nd/o
r dev
elopm
ent
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
th
eir
new
know
ledge
and lea
rnin
g in p
ract
ical
co
nte
xts
3
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
apply
ing n
ew
know
ledge
and
skill
s in
pra
ctic
al
conte
xts
3.2
Exp
lain
ben
efits
to indiv
idual
s of ap
ply
ing n
ew
know
ledge
and s
kills
4.1
Exp
lain
ben
efits
of
self-e
valu
atio
n t
o indiv
idual
s
4.2
Rev
iew
indiv
idual
res
ponse
s to
one-
to-o
ne
lear
nin
g a
nd/o
r dev
elopm
ent
4
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
ref
lect
ing o
n
thei
r le
arnin
g
and/o
r dev
elopm
ent
4.3
Ass
ist
indiv
idual
lea
rner
s to
iden
tify
thei
r fu
ture
le
arnin
g a
nd/o
r dev
elopm
ent
nee
ds
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
26
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 9
: Id
en
tify
In
div
idu
al Learn
ing
an
d D
evelo
pm
en
t N
eed
s (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
princi
ple
s an
d p
ract
ices
of
lear
nin
g
nee
ds
anal
ysis
for
indiv
idual
s
1.2
Anal
yse
the
fact
ors
that
influen
ce indiv
idual
le
arnin
g n
eeds,
pre
fere
nce
s an
d s
tyle
s
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g n
eeds
anal
ysis
for
indiv
idual
s 1.3
Com
par
e m
ethods
use
d t
o a
sses
s in
div
idual
le
arnin
g n
eeds
2.1
Agre
e th
e purp
ose
, ai
ms
and m
ethodolo
gy
of
the
lear
nin
g n
eeds
anal
ysis
with indiv
idual
s
2.2
Apply
lea
rnin
g n
eeds
anal
ysis
met
hodolo
gy
to
asse
ss t
he
indiv
idual
’s c
urr
ent
leve
l of
achie
vem
ent
and p
ote
ntial
2
Be
able
to c
onduct
le
arnin
g n
eeds
anal
ysis
for
indiv
idual
s
2.3
Anal
yse
lear
nin
g n
eeds
and c
om
munic
ate
to t
he
lear
ner
3.1
Agre
e an
d p
rioritise
indiv
idual
lea
rnin
g a
nd
dev
elopm
ent
nee
ds
3
Be
able
to a
gre
e in
div
idual
lea
rnin
g
and d
evel
opm
ent
nee
ds
3.2
Advi
se indiv
idual
s ab
out
lear
nin
g a
nd d
evel
opm
ent
options
to m
eet:
le
arner
priorities
le
arnin
g p
refe
rence
s
le
arnin
g s
tyle
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
61
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
26
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
0:
Man
ag
e L
earn
ing
an
d D
evelo
pm
en
t in
Gro
up
s (L
evel 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
the
char
acte
rist
ics
of
gro
up
envi
ronm
ents
that
fost
er lea
rnin
g a
nd
dev
elopm
ent
1.2
Eva
luat
e st
rate
gie
s to
man
age
gro
up b
ehav
iour
and d
ynam
ics
1.3
Eva
luat
e m
anag
emen
t te
chniq
ues
whic
h
faci
litat
e th
e del
iver
y of
lear
nin
g a
nd
dev
elopm
ent
in g
roups
1.4
Anal
yse
way
s to
invo
lve
lear
ner
s in
the
man
agem
ent
of
thei
r ow
n lea
rnin
g a
nd
dev
elopm
ent
in g
roups
1.5
Anal
yse
risk
s to
be
consi
der
ed w
hen
man
agin
g
lear
nin
g a
nd d
evel
opm
ent
in g
roups
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f m
anag
ing lea
rnin
g
and d
evel
opm
ent
in g
roups
1.6
Exp
lain
how
to m
anag
e bar
rier
s to
indiv
idual
le
arnin
g in g
roups
2.1
Fa
cilit
ate
com
munic
atio
n,
colla
bora
tion a
nd
lear
nin
g b
etw
een g
roup m
ember
s
2.2
U
se m
otiva
tional
met
hods
to e
ngag
e th
e gro
up
and its
indiv
idual
mem
ber
s in
the
lear
nin
g a
nd
dev
elopm
ent
pro
cess
2.3
Consu
lt w
ith g
roup m
ember
s to
adap
t th
eir
lear
nin
g a
nd d
evel
opm
ent
envi
ronm
ents
to
impro
ve t
hei
r le
arnin
g o
utc
om
es
2
Be
able
to m
anag
e gro
up lea
rnin
g a
nd
dev
elopm
ent
envi
ronm
ents
2.4
M
anag
e th
e risk
s as
soci
ated
with g
roup
lear
nin
g a
nd d
evel
opm
ent
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
63
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
In
volv
e le
arner
s in
agre
eing g
roup lea
rnin
g a
nd
dev
elopm
ent
obje
ctiv
es
3.2
Adap
t an
d im
ple
men
t del
iver
y m
ethods,
ac
tivi
ties
and r
esourc
es t
o m
eet
the
lear
nin
g
and d
evel
opm
ent
obje
ctiv
es o
f th
e gro
up
3.3
M
anag
e gro
up lea
rnin
g s
trat
egie
s an
d d
eliv
ery
met
hods
to r
efle
ct c
han
gin
g r
equirem
ents
3
Be
able
to a
pply
m
ethodolo
gie
s to
m
anag
e le
arnin
g
and d
evel
opm
ent
in g
roups
3.4
Pr
ovi
de
indiv
idual
advi
ce t
o lea
rner
s to
ass
ist
thei
r dec
isio
n-m
akin
g a
bout
futu
re lea
rnin
g
nee
ds
4.1
Support
lea
rner
s’ r
ights
in r
elat
ion t
o e
qual
ity,
div
ersi
ty a
nd incl
usi
on
4.2
M
inim
ise
risk
s to
saf
ety,
hea
lth,
wel
lbei
ng a
nd
secu
rity
of
lear
ner
s
4.3
M
anag
e co
nfiden
tial
ity
in r
elat
ion t
o lea
rner
s an
d t
he
org
anis
atio
n
4
Be
able
to m
anag
e le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
to c
om
ply
w
ith leg
al a
nd
org
anis
atio
nal
re
quirem
ents
4.4
M
ainta
in lea
rnin
g a
nd d
evel
opm
ent
reco
rds
in
acco
rdan
ce w
ith o
rgan
isat
ional
pro
cedure
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
26
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
1:
Pla
nn
ing
to
Meet
the N
eed
s o
f Learn
ers
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
role
of
initia
l an
d d
iagnost
ic
asse
ssm
ent
in a
gre
eing indiv
idual
lea
rnin
g
goal
s
1.2
U
se m
ethods
of
initia
l an
d d
iagnost
ic
asse
ssm
ent
with lea
rner
s
1
Be
able
to a
gre
e in
div
idual
lea
rnin
g
goal
s w
ith lea
rner
s
1.3
N
egotiat
e an
d r
ecord
indiv
idual
lea
rnin
g g
oal
s w
ith lea
rner
s
2.1
D
evis
e a
schem
e of
work
whic
h m
eets
the
nee
ds
of
all le
arner
s an
d c
urr
iculu
m
requirem
ents
2.2
D
evis
e se
ssio
n p
lans
whic
h m
eet
the
aim
s an
d
nee
ds
of
all le
arner
s
2.3
Exp
lain
how
the
choic
e of
teac
hin
g m
ethods
mee
ts t
he
nee
ds
of
all le
arner
s
2.4
Id
entify
way
s in
whic
h s
essi
on p
lans
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
2
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
2.5
Id
entify
opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
info
rm incl
usi
ve p
ract
ice
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
65
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
how
min
imum
core
ele
men
ts c
an b
e dem
onst
rate
d in p
lannin
g incl
usi
ve lea
rnin
g a
nd
teac
hin
g
3
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Apply
ele
men
ts o
f th
e m
inim
um
core
in
pla
nnin
g incl
usi
ve lea
rnin
g a
nd t
each
ing
4.1
Ref
lect
on o
wn p
ract
ice
in p
lannin
g t
o m
eet
the
nee
ds
of
lear
ner
s
4
Be
able
to e
valu
ate
ow
n p
ract
ice
in
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
4.2
Id
entify
way
s to
im
pro
ve o
wn p
ract
ice
in
pla
nnin
g t
o m
eet
the
nee
ds
of
lear
ner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
26
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
2:
Pla
nn
ing
to
Meet
the N
eed
s o
f Learn
ers
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
the
role
of
initia
l an
d d
iagnost
ic
asse
ssm
ent
in a
gre
eing indiv
idual
lea
rnin
g
goal
s
1.2
U
se m
ethods
of
initia
l an
d d
iagnost
ic
asse
ssm
ent
with lea
rner
s
1
Be
able
to a
gre
e in
div
idual
lea
rnin
g
goal
s w
ith lea
rner
s
1.3
N
egotiat
e an
d r
ecord
indiv
idual
lea
rnin
g g
oal
s w
ith lea
rner
s
2.1
D
evis
e a
schem
e of
wor
k in
acc
ord
ance
with
inte
rnal
pro
cess
es a
nd e
xter
nal
req
uirem
ents
2.2
D
evis
e se
ssio
n p
lans
whic
h m
eet
the
aim
s an
d
nee
ds
of
all le
arner
s an
d c
urr
iculu
m
requirem
ents
2.3
Ref
lect
on h
ow
tea
chin
g m
ethods
mee
t th
e nee
ds
of
all le
arner
s
2.4
Id
entify
way
s in
whic
h s
essi
on p
lans
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
2
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing in
acco
rdan
ce w
ith
inte
rnal
pro
cess
es
and e
xter
nal
re
quirem
ents
2.5
Eva
luat
e opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
info
rm incl
usi
ve p
ract
ice
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
67
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Rev
iew
way
s in
whic
h e
lem
ents
of
the
min
imum
core
can
be
dem
onst
rate
d in p
lannin
g
incl
usi
ve lea
rnin
g a
nd t
each
ing
3
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Apply
min
imum
core
ele
men
ts in p
lannin
g
incl
usi
ve lea
rnin
g a
nd t
each
ing
4.1
Rev
iew
ow
n p
ract
ice
in p
lannin
g t
o m
eet
the
nee
ds
of
lear
ner
s
4
Be
able
to e
valu
ate
ow
n p
ract
ice
in
pla
nnin
g incl
usi
ve
lear
nin
g a
nd
teac
hin
g
4.2
Anal
yse
way
s to
im
pro
ve o
wn p
ract
ice
in
pla
nnin
g t
o m
eet
the
nee
ds
of
lear
ner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
26
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
3:
Pri
nci
ple
s o
f A
ssess
men
t in
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
types
of
asse
ssm
ent
use
d in lifel
ong
lear
nin
g
1.2
Exp
lain
the
use
of
met
hods
of
asse
ssm
ent
in
lifel
ong lea
rnin
g
1
Under
stan
d t
ypes
an
d m
ethods
of
asse
ssm
ent
use
d
in lifel
ong lea
rnin
g
1.3
Com
par
e th
e st
rength
s an
d lim
itat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
lea
rner
nee
ds
2.1
Exp
lain
way
s to
invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
2
Under
stan
d w
ays
to invo
lve
lear
ner
s in
the
asse
ssm
ent
pro
cess
2.2
Exp
lain
the
role
of
pee
r an
d s
elf-
asse
ssm
ent
in
the
asse
ssm
ent
pro
cess
3.1
Exp
lain
the
nee
d f
or
keep
ing r
ecord
s of
asse
ssm
ent
of
lear
nin
g
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing
reco
rds
of
asse
ssm
ent
in a
n o
rgan
isat
ion
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
69
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
4:
Pri
nci
ple
s o
f A
ssess
men
t in
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
how
typ
es o
f as
sess
men
t ar
e use
d in
lifel
ong lea
rnin
g
1.2
Anal
yse
how
ass
essm
ent
met
hods
are
use
d in
lifel
ong lea
rnin
g
1
Under
stan
d h
ow
ty
pes
and m
ethods
of
asse
ssm
ent
are
use
d in lifel
ong
lear
nin
g
1.3
Eva
luat
e st
rength
s an
d lim
itat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
lea
rner
nee
ds
2.1
Eva
luat
e how
to invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
2
Under
stan
d h
ow
to
invo
lve
lear
ner
s in
th
e as
sess
men
t pro
cess
2.2
Anal
yse
the
role
of
pee
r an
d s
elf-
asse
ssm
ent
in
the
asse
ssm
ent
pro
cess
3.1
Exp
lain
the
nee
d t
o k
eep r
ecord
s of
asse
ssm
ent
of
lear
nin
g
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing
reco
rds
of
asse
ssm
ent
in a
n o
rgan
isat
ion
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
27
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
5:
Ro
les,
Resp
on
sib
ilit
ies
an
d R
ela
tio
nsh
ips
in L
ifelo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
1.2
Exp
lain
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
1.3
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
2.1
Exp
lain
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
2.2
D
escr
ibe
poin
ts o
f re
ferr
al t
o
mee
t th
e nee
ds
of
lear
ner
s
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Sum
mar
ise
ow
n r
esponsi
bili
ties
in
rel
atio
n t
o o
ther
pro
fess
ional
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
71
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
ow
n r
esponsi
bili
ties
in
mai
nta
inin
g a
saf
e an
d
support
ive
lear
nin
g e
nvi
ronm
ent
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
way
s to
pro
mote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
27
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
6:
Ro
les,
Resp
on
sib
ilit
ies
an
d R
ela
tio
nsh
ips
in L
ifelo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
1.2
Anal
yse
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
1.3
Eva
luat
e ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Rev
iew
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
2.1
Anal
yse
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
2.2
Rev
iew
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Eva
luat
e ow
n r
esponsi
bili
ties
in
rela
tion t
o o
ther
pro
fess
ional
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
73
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
how
to e
stab
lish a
nd
mai
nta
in a
saf
e an
d s
upport
ive
lear
nin
g e
nvi
ronm
ent
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
how
to p
rom
ote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
27
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
7: U
nd
ers
tan
din
g I
ncl
usi
ve L
earn
ing
an
d T
each
ing
in
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
lear
nin
g a
nd
teac
hin
g s
trat
egie
s use
d in o
wn
spec
ialis
m
1.2
Exp
lain
how
appro
aches
to
lear
nin
g a
nd t
each
ing in o
wn
spec
ialis
m m
eet
the
nee
ds
of
lear
ner
s
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
D
escr
ibe
aspec
ts o
f in
clusi
ve
lear
nin
g
2.1
Exp
lain
how
to s
elec
t in
clusi
ve
lear
nin
g a
nd t
each
ing t
echniq
ues
2.2
Exp
lain
how
to s
elec
t re
sourc
es
that
mee
t th
e nee
ds
of
lear
ner
s
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Exp
lain
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
75
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.1
Exp
lain
way
s to
engag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
3.2
Sum
mar
ise
way
s to
est
ablis
h
gro
und r
ule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
3.3
Exp
lain
way
s to
giv
e co
nst
ruct
ive
feed
bac
k th
at
motiva
tes
lear
ner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
27
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
8: U
nd
ers
tan
din
g I
ncl
usi
ve L
earn
ing
an
d T
each
ing
in
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
lear
nin
g a
nd t
each
ing
stra
tegie
s use
d in o
wn
spec
ialis
m
1.2
Eva
luat
e th
e ef
fect
iven
ess
of
appro
aches
to lea
rnin
g a
nd
teac
hin
g in o
wn s
pec
ialis
t ar
ea in
mee
ting n
eeds
of
lear
ner
s
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
Eva
luat
e as
pec
ts o
f in
clusi
ve
lear
nin
g
2.1
Anal
yse
incl
usi
ve a
ppro
aches
to
lear
nin
g a
nd t
each
ing
2.2
Anal
yse
how
to s
elec
t re
sourc
es
to m
eet
the
nee
ds
of
lear
ner
s
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Rev
iew
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
77
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
how
to e
ngag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
3.2
Exp
lain
how
to e
stab
lish g
round
rule
s w
ith lea
rner
s to
pro
mote
re
spec
t fo
r oth
ers
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Rev
iew
way
s to
giv
e co
nst
ruct
ive
feed
bac
k to
motiva
te lea
rner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
27
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 1
9:
Un
ders
tan
din
g t
he P
rin
cip
les
an
d P
ract
ices
of
Ass
ess
men
t (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
lea
rnin
g a
nd
dev
elopm
ent
1.2
D
efin
e th
e ke
y co
nce
pts
and
princi
ple
s of
asse
ssm
ent
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.4
Id
entify
the
regula
tions
and
requirem
ents
rel
evan
t to
as
sess
men
t in
ow
n a
rea
of
pra
ctic
e
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d
limitat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with
refe
rence
to t
he
nee
ds
of
indiv
idual
lea
rner
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
79
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Sum
mar
ise
key
fact
ors
to c
onsi
der
w
hen
pla
nnin
g a
sses
smen
t
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t
3.3
Exp
lain
how
to
pla
n a
holis
tic
appro
ach t
o a
sses
smen
t
3.4
Sum
mar
ise
the
types
of
risk
s th
at
may
be
invo
lved
in a
sses
smen
t in
ow
n a
rea
of
resp
onsi
bili
ty
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough t
he
pla
nnin
g p
roce
ss
4.1
Exp
lain
the
import
ance
of
invo
lvin
g t
he
lear
ner
and o
ther
s in
th
e as
sess
men
t pro
cess
4.2
Sum
mar
ise
types
of
info
rmat
ion
that
should
be
mad
e av
aila
ble
to
lear
ner
s an
d o
ther
s in
volv
ed in t
he
asse
ssm
ent
pro
cess
4.3
Exp
lain
how
pee
r an
d s
elf-
asse
ssm
ent
can b
e use
d
effe
ctiv
ely
to p
rom
ote
lea
rner
in
volv
emen
t an
d p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
can
be
adap
ted t
o
mee
t th
e nee
ds
of
indiv
idual
le
arner
s
28
0
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
5.1
Exp
lain
how
to judge
whet
her
ev
iden
ce is:
su
ffic
ient
au
then
tic
cu
rren
t
5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.2
Exp
lain
how
to e
nsu
re t
hat
as
sess
men
t dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d c
rite
ria
va
lid
re
liable
fa
ir
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
6.2
Sum
mar
ise
qual
ity
assu
rance
and
stan
dar
dis
atio
n p
roce
dure
s in
ow
n
area
of
pra
ctic
e
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.3
Sum
mar
ise
the
pro
cedure
s to
fo
llow
when
ther
e ar
e dis
pute
s co
nce
rnin
g a
sses
smen
t in
ow
n
area
of
pra
ctic
e
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
81
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
7.1
Exp
lain
the
import
ance
of
follo
win
g
pro
cedure
s fo
r th
e m
anag
emen
t of
info
rmat
ion r
elat
ing t
o a
sses
smen
t
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d
ques
tionin
g c
ontr
ibute
to t
he
asse
ssm
ent
pro
cess
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to a
sses
smen
t,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty a
nd w
elfa
re.
8.2
Exp
lain
the
contr
ibution t
hat
te
chnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
in r
elat
ion
to a
sses
smen
t
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
28
2
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 2
0:
Usi
ng
In
clu
sive L
earn
ing
an
d T
each
ing
Ap
pro
ach
es
in L
ifelo
ng
Learn
ing
(L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to m
eet
the
nee
ds
of
lear
ner
s
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.3
Pl
an a
sses
smen
t m
ethods
to
mee
t th
e nee
ds
of
lear
ner
s
2.1
Apply
lea
rnin
g a
nd t
each
ing
appro
aches
to m
eet
the
nee
ds
of
lear
ner
s
2.2
U
se r
esourc
es t
o m
eet
the
nee
ds
of
lear
ner
s
2.3
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.4
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s
3.1
Ref
lect
on o
wn a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
ract
ice
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
83
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
28
4
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 2
1:
Usi
ng
In
clu
sive L
earn
ing
an
d T
each
ing
Ap
pro
ach
es
in L
ifelo
ng
Learn
ing
(Level
4)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to m
eet
the
nee
ds
of
lear
ner
s
2.1
D
emonst
rate
incl
usi
ve lea
rnin
g
and t
each
ing a
ppro
aches
to
engag
e an
d m
otiva
te lea
rner
s
2.2
D
emonst
rate
the
use
of
appro
priat
e re
sourc
es t
o s
upport
in
clusi
ve lea
rnin
g a
nd t
each
ing
2.3
U
se a
sses
smen
t m
ethods
to
support
lea
rnin
g a
nd t
each
ing
2.4
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.5
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
85
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Rev
iew
ow
n a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Anal
yse
how
ow
n incl
usi
ve
lear
nin
g a
nd t
each
ing p
ract
ice
can b
e im
pro
ved t
o m
eet
the
nee
ds
of
lear
ner
s
Lear
ner
s nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
28
6
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 2
2:
Usi
ng
Reso
urc
es
for
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
U
se r
esourc
es t
o p
rom
ote
eq
ual
ity,
val
ue
div
ersi
ty a
nd
contr
ibute
to t
he
lear
nin
g
pro
cess
1.2
Id
entify
the
ben
efits
and
limitat
ions
of
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g a
nd
teac
hin
g
1.3
U
se r
esourc
es t
o e
nab
le
incl
usi
ve lea
rnin
g a
nd t
each
ing
1
Be
able
to u
se
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
1.4
Adap
t re
sourc
es t
o m
eet
the
nee
ds
of
lear
ner
s an
d d
eliv
ery
model
s
2.1
Exp
lain
how
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
2
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o u
sing
reso
urc
es f
or
lifel
ong lea
rnin
g
2.2
Apply
min
imum
core
ele
men
ts
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
3.1
Ref
lect
on o
wn p
ract
ice
in u
sing
reso
urc
es t
o m
eet
the
nee
ds
of
all le
arner
s
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
3.2
Id
entify
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng r
esourc
es t
o
mee
t th
e nee
ds
of
all le
arner
s
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
87
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
28
8
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Un
it 2
3:
Usi
ng
Reso
urc
es
for
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
U
se r
esourc
es t
o p
rom
ote
eq
ual
ity,
val
ue
div
ersi
ty a
nd
contr
ibute
to t
he
lear
nin
g
pro
cess
1.2
Rev
iew
the
ben
efits
and
limitat
ions
of
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g a
nd
teac
hin
g
1.3
U
se r
esourc
es t
o e
nab
le
incl
usi
ve lea
rnin
g a
nd t
each
ing
1
Be
able
to u
se
reso
urc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
1.4
Adap
t re
sourc
es t
o m
eet
the
nee
ds
of
lear
ner
s an
d d
eliv
ery
model
s
2.1
Rev
iew
way
s in
whic
h m
inim
um
co
re e
lem
ents
can
be
dem
onst
rate
d w
hen
usi
ng
reso
urc
es f
or
lifel
ong lea
rnin
g
2
Under
stan
d
expec
tations
of
the
min
imum
core
in
rela
tion t
o u
sing
reso
urc
es f
or
lifel
ong lea
rnin
g
2.2
Apply
min
imum
core
ele
men
ts
when
usi
ng r
esourc
es f
or
lifel
ong
lear
nin
g
BA029605 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Cer
tifica
tes
in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r 2
89
– I
ssue
1 –
August
2012 ©
Pea
rson E
duca
tion L
imited
2012
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Rev
iew
ow
n p
ract
ice
in u
sing
reso
urc
es t
o m
eet
the
nee
ds
of
all le
arner
s
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve lea
rnin
g
and t
each
ing
3.2
Anal
yse
way
s to
im
pro
ve o
wn
pra
ctic
e in
usi
ng r
esourc
es t
o
mee
t th
e nee
ds
of
all le
arner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
290 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
Annexe G: LLUK Assessment Strategy
The following assessment strategy requirements apply to all units developed by Lifelong Learning UK (now Learning and Skills Improvement Service, LSIS).
Quality assurance
Centres offering these qualifications must provide internal quality assurance to ensure assessment meets all Awarding Organisation requirements and is standardised across individual assessors, assessment locations and learners. In addition, the Awarding Organisation must ensure there is a robust system of external quality assurance to ensure quality and standardisation across centres. Awarding organisations should apply appropriate risk rating measures to individual assessment centres and ensure that robust quality assurance systems are in place to manage these risks on an individual basis.
Lifelong Learning UK will also expect the awarding organisations offering these qualifications to meet on a regular basis through an Awarding Organisation Forum to compare practice and identify issues of concern.
The following assessment strategy requirements apply to the Assessment and Quality Assurance units developed by Lifelong Learning UK, ie:
Assess Vocational skills, Knowledge and Understanding (Level 3)
Understanding the Principles and Practices of Internally Assuring the Quality of Assessment (Level 4)
Requirements for Assessors
All those who assess these qualifications must:
already hold the qualification (or previous equivalent qualification) they are assessing
have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors
have up-to-date working knowledge and experience of best practice in assessment and quality assurance
hold the following qualification or its recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
Requirements for Internal Quality Assurance
All those who quality assure these qualifications internally must:
have up-to-date working knowledge and experience of best practice in assessment and quality assurance
hold one of the following assessor qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
- the Level 3 Certificate in Assessing Vocational Achievement
- A1 Assess candidate performance using a range of methods
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 291
– Issue 1 – August 2012 © Pearson Education Limited 2012
- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence
- hold one of the following internal quality assurance qualifications or their recognised equivalent:
- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice
- V1 Conduct internal quality assurance of the assessment process
- D34 Internally verify the assessment process
show current evidence of continuing professional development in assessment and quality assurance
The following assessment strategy requirements apply to all the units (developed by Lifelong Learning UK)
Requirements for assessors
All those who assess these qualifications must:
have up-to-date working knowledge and experience of best practice in Learning and Development
be occupationally competent in the units they are assessing
hold one of the following qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
- the Level 3 Certificate in Assessing Vocational Achievement
- A1 Assess candidate performance using a range of methods
- D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
show current evidence of continuing professional development in assessment and learning and development.
Requirements for internal quality assurance
All those who provide internal quality assurance for these qualifications must:
have up-to-date working knowledge and experience of best practice in Learning and Development
be occupationally competent in the units they are quality assuring
hold one of the following qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
- the Level 3 Certificate in Assessing Vocational Achievement
- A1 Assess candidate performance using a range of methods
- D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
hold, or be working towards, one of the following internal quality assurance qualifications or their recognised equivalent:
292 BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector
– Issue 1 – August 2012 © Pearson Education Limited 2012
- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice
- V1 Conduct internal quality assurance of the assessment process
- D34 Internally verify the assessment process
show current evidence of continuing professional development in learning and development, assessment and quality assurance.
Requirements for external quality assurance
All those who provide external quality assurance for these qualifications must:
have up-to-date working knowledge and experience of best practice in Learning and Development
hold one of the following qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
- the Level 3 Certificate in Assessing Vocational Achievement
- A1 Assess candidate performance using a range of methods
- D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
hold, or be working towards, one of the following external quality assurance qualifications or their recognised equivalent:
- the Level 4 Award in Externally Assuring the Quality of Assessment Processes and Practice
- the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice
- V2 Conduct external quality assurance of the assessment process
- D35 Externally verify the assessment process.
show current evidence of continuing professional development in learning and development, assessment and quality assurance.
In terms of best practice, external quality assurance staff might also be expected to hold one of the following internal quality assurance qualifications:
the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice
V1 Conduct internal quality assurance of the assessment process
D34 Internally verify the assessment process.
The following requirements apply to the units developed by the Management Standards Centre and now overseen by the Council for Administration, ie units 23 to 31
Assessors and Verifiers must demonstrate that they:
have credible expertise in management and leadership relevant to the level(s)/unit(s) they are assessing or verifying
BA029605 – Specification – Edexcel Level 3 and 4 Certificates in Teaching in the Lifelong Learning Sector 293
– Issue 1 – August 2012 © Pearson Education Limited 2012
keep themselves up to date with developments in management and leadership practice have a thorough understanding of the National Occupational Standards for management and leadership at the unit(s)/level(s) they are assessing or verifying.
In addition, Assessors and Verifiers must have:
an accredited assessor and/or verifier qualification
a related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verification
evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verification.
A qualified assessor must countersign the assessment decisions of unqualified assessors. The decisions of unqualified internal verifiers must be similarly countersigned by a qualified internal verifier.
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