Assessment Pack HABC Level 4 Certificate in Education and Training (QCF)

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1 Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) Version 1: December 2013

2 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration 8 Specimen Signature Sheet 9 Section 1: Understanding roles, responsibilities and relationships in education and training Section 2: Analyse this Section 3: Practical assessment templates Section 4: Assessed observation guidance Section 5: Evidence tracking document

3 Introduction Welcome to the HABC Level 4 Certificate in Education and Training (QCF) Assessment Pack. This assessment pack provides knowledge-based tasks and practical assessment templates to cover all of the Learning Outcomes and Assessment Criteria included in the mandatory units of the Level 4 Certificate in Education and Training. These mandatory units are detailed below: Mandatory Group A Learners must achieve 21 credits from this group. Unit Number Unit reference (H/505/0053) (A/505/1189) Unit Title Understanding roles, responsibilities and relationships in education and training Planning to meet the needs of learners in education and training Level Credit (M/505/0122) Delivering education and training 4 6 (F/505/0125) Assessing learners in education and training 4 6 (L/505/0127) Using resources for education and training 4 3 The assessment pack has been divided into 5 key sections. These are: 1. My roles, responsibilities and relationships in education and training This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in the first mandatory unit. 2. Analyse this This section includes a series of knowledge-based tasks. Learners can complete these tasks to show coverage of the knowledge-based assessment criteria included in mandatory units Practical template documents This section provides learners with multiple templates which can assist learners to show coverage of some of the practical assessment criteria. These templates include a scheme of work, observation records and session plans. 4. Assessed observation guidance This section provides assessors and learners with assessed observation criteria and guidance. 5. Evidence Tracking document This section provides an evidence tracking document which tutors/assessors and learners can use when helping the learner to compile their portfolio, as it is useful as a checklist to ensure all assessment criteria has been met. 3

4 It is important to note that when completing this assessment pack, learners should include as much supporting evidence as necessary and should be encouraged to provide detailed written responses (which may exceed the text box or template space provided). It is then the responsibility of the tutor/assessor to ensure that all the evidence that is produced by learners, provides full coverage of each assessment criteria. 4

5 Learner Details Learner Name: Learner Address: Telephone Number: Centre Details Centre Name: Centre Number: Venue Address: Telephone Number: Tutor Name: Assessor Name: Internal Quality Assurance Name: *External Quality Assurance Name: HABC Use Only *Sample Date: HABC Use Only *Outcome: HABC Use Only * please do not complete these sections which are for HABC external quality assurance use only 5

6 Achievement Summary Sheet In order to achieve the HABC Level 4 Certificate in Education and Training (QCF) learners must achieve a minimum of 36 credits overall. Mandatory Group A Learners must achieve 21 credits must be achieved from this group. Tick box Unit Title Understanding roles, responsibilities and relationships in education and training Planning to meet the needs of learners in education and training Delivering education and training Assessing learners in education and training Using resources for education and training Assessment tasks 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, , 13, 14, 22, Initial diagnostic assessment, ILP, SOW, Session plan, Observation record, Learner evaluation and feedback, Self-evaluation. 18, 19, 20, observation record, Self-evaluation. 15, 16, 21, 23, SOW, Observation record, Selfevaluation. 17, 24, Observation record, Self-evaluation. Date of completion Optional Group B Learners must achieve a minimum of 15 credits must be achieved from this group. Tick box Unit Title Action learning to support development of subject specific pedagogy Date of completion Action research Assess occupational competence in the work environment (Learning and Development unit) Assess vocational skills, knowledge and understanding (Learning and Development unit) Assessment and support for the recognition of prior learning through the accreditation of learning outcomes Delivering employability skills Develop and prepare resources for learning and development (Learning and Development unit) Develop learning and development programmes (Learning and development unit) Developing, using and organising resources within a specialist area 6

7 Effective partnership working in the learning and teaching context Engage learners in the learning and development process (Learning and development unit) Engage with employers to develop and support learning provision (Learning and Development unit) Engage with employers to facilitate workforce development (Learning and Development unit) Equality and diversity Evaluating learning programmes Identify individual learning and development needs (Learning and development unit) Identify the learning needs of organisations (Learning and Development unit) Inclusive practice Internally assure the quality of assessment (Learning and Development unit) Manage learning and development in groups (Learning and Development unit) Preparing for the coaching role Preparing for the mentoring role Preparing for the personal tutoring role Principles and practice of lipreading teaching Specialist delivery techniques and activities Teaching in a specialist area Understanding and managing behaviours in a learning environment Understanding and managing behaviours in a learning environment Understanding the principles and practices of externally assuring the quality of assessment (Learning and Development unit) Understanding the principles and practices of internally assuring the quality of assessment (Learning and Development unit) Working with the age range in the learning environment 7

8 Units from the Award in English for Literacy and Language Teaching Analysing English language for literacy and language teaching Reading skills for literacy and language teaching Speaking and listening skills for literacy and language teaching Writing skills for literacy and language teaching Units from the Award in Mathematics for Numeracy Teaching Using mathematics: academic subjects Using mathematics: personal and public life Using mathematics: professional and vocational contexts Declaration I confirm that the evidence provided by the Learner has been produced and authenticated in accordance with the assessment specification for this qualification and that the assessment was carried out under the specific conditions for the qualification. Assessor Signature IQA Signature EQS Signature Date: Date: Date: 8

9 Specimen Signature Sheet One copy of this must appear with the portfolio and a separate copy must be retained by the assessor Learner Assessor Date Location Name Designation e.g. Assessor, EQS Specimen Signature Specimen Initials Contact Number 9

10 Section 1: Understanding roles, responsibilities and relationships in education and training Guidance: This section provides coverage of the first mandatory unit which requires learners to display their knowledge and understanding of roles, responsibilities and relationships within education and training. It is advised that learners complete this unit first, as this will allow learners to develop important underpinning knowledge, which will prove useful when completing the additional mandatory and optional units. This section provides learners with a series of tasks which will test the learners knowledge and understanding of all of the Assessment Criteria included within this unit. 10

11 Learning Outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria 1.1 (AC 1.1) - Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pages and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Tick Teach/train learners large groups Teach/train learners small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner s work product Observe the learner in situ Mark their work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal quality assurance and standardisation Carry out internal quality assurance Attend training meetings to gain feedback Be a positive role model for your learners Task 2 U1 AC Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) 11

12 Task 3 U1 AC Carry out research into current examples of legislation, codes of practice and regulatory requirements that have an impact on the education sector and the learners that you teach. You could also discuss these examples of legislation, regulatory requirements and codes of practice with your tutor/assessor and current employer if you currently work within an educational setting. Useful research websites include: Department of Education; Ofsted; Education and Training Foundation; and HSE. U1 AC Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. (Please attach any additional sheets and evidence of research.) 12

13 Task 4 U1 AC Provide a definition for the following key terms: Key term Definition Equality Diversity U1 AC How can you promote equality and diversity to your learners? (Please attach any additional sheets and supporting evidence.) 13

14 Task 5 U1 AC Complete the sentences in the box below to develop full paragraphs. (Please attach any additional sheets and supporting evidence.) Individual learning needs can include It is important to identify and meet these needs because... 14

15 Learning Outcome 2: Understand ways to maintain a safe and supportive learning environment. A safe environment A supportive environment A positive and productve learning environment Task 6 U1 AC Explain ways to maintain a safe and supportive learning environment. (Please attach any additional sheets and supporting evidence.) Safe learning environment Supportive learning environment 15

16 Task 7 (continued on next page) U1 AC What is acceptable behaviour? From learners From yourself These should be the core standards you expect each time you meet with your learner(s). 16

17 What is unacceptable behaviour? From learners From yourself 17

18 Task 8 U1 AC Why is it important to promote acceptable behaviour and respect for others? (Please attach any additional sheets and supporting evidence.) 18

19 Learning Outcome 3: Understand the relationships between teachers and other professionals in education and training. Task 9 U1 AC Explain the relationship that exists between the teaching role and other professionals, as listed below, then think of other professionals that you come into contact with and explain the relationships. (Please attach any additional sheets and supporting evidence.) Professional Relationship Your line manager Your senior manager Your colleagues Your internal quality assurer Your external quality assurer Ofsted inspectors Employers Social workers Learning assistants 19

20 Task 10 U1 AC Explain the boundaries that could exist between the teaching role and other professionals, as listed in 3.1, then think of other professionals that you may have listed above and explain those boundaries too. (Please attach any additional sheets and supporting evidence.) Professional Perceived Boundaries Your line manager Your senior manager Your colleagues Your internal quality assurer The external quality assurer Ofsted inspectors Employers Social workers Learning assistants 20

21 Task 11 U1 AC As identified earlier, learners can display individual needs that have to be met by their teacher. However, some of these needs can be met by other professionals and points of referral. Complete the table below to identify a specific learner need and how another professional or point of referral can help to meet this need. Individual learner need Professional/ Point of referral Support offered 21

22 Section 2: Analyse this Guidance: This section includes a series of tasks that are focused on assessing the learners understanding of some of the knowledge-based assessment criteria included in mandatory units 2-5. These tasks will test the learners understanding of the following elements which are important to the teaching professional: Planning; Assessment; Resources; Technologies and Communication; and Minimum core elements (coverage of Numeracy, Literacy and ICT). 22

23 Planning Task 12 U2 AC Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals. (Please attach any additional sheets and supporting evidence such as diagnostic assessments and individual learning plans that you have completed with your learners.) 23

24 Task 13 U2 AC Explain how your own planning meets the individual needs of learners. (Please attach any additional sheets and supporting evidence such as schemes of work, session plans and/or differentiated learning resources.) 24

25 Task 14 U2 AC Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners. (Please attach any additional sheets and supporting evidence such as schemes of work and session plans.) 25

26 Assessment Task 15 U4 AC Explain the purposes of the types of assessment used in education and training. (Please attach any additional sheets and supporting evidence such the different forms of assessment that you have used.) 26

27 Task 16 U4 AC Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners. (Please attach any additional sheets and supporting evidence such as examples of assessment you have used and any learner feedback/ self-evaluation of these assessments.) 27

28 Resources Task 17 U5 AC Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners. (Please attach any additional sheets and supporting evidence such as examples of your resources and any learner feedback/ selfevaluation of these resources.) 28

29 Communication and Technologies Task 18 U3 AC Analyse benefits and limitations of communication methods and media used in own area of specialism. (Please attach any additional sheets and supporting evidence.) 29

30 Task 19 U3 AC Analyse benefits and limitations of technologies used in own area of specialism. (Please attach any additional sheets and supporting evidence.) 30

31 Task 20 U3 AC 2.3 Provide examples of when you have communicated with other learning professionals to meet individual learner needs and encourage progression. (You must also provide evidence of this communication, for example, s, meeting minutes, witness testimonies, professional discussion notes and so on.) 31

32 Task 21 U4 AC 2.5 Provide examples of when you have communicated assessment information to other professionals with an interest in learner achievement. (You must also provide evidence of this communication, for example, s, meeting minutes, witness testimonies, professional discussion notes and so on.) 32

33 Minimum Core Elements Task 22 U2 AC Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning. (Please attach any additional sheets and supporting evidence such as schemes of work, session plans and/or learning resources.) 33

34 Task 23 U4 AC Analyse ways in which minimum core elements can be demonstrated in assessing learners. (Please attach any additional sheets and supporting evidence of relevant assessments.) 34

35 Task 24 U5 AC Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning. (Please attach any additional sheets and supporting evidence of relevant resources.) 35

36 Section 3: Practical assessment templates Guidance: This section provides learners with a range of templates which can be used to evidence the learner s coverage of some of the practical Learning Outcomes and Assessment Criteria in mandatory units 2-5. These templates include: Initial diagnostic assessment log; Individual Learning Plan; Scheme of work ; Session plan ; Observation record (Guidance on observation criteria is contained in section four of this pack); Learner evaluation and feedback sheet; Self-evaluation sheet. Please see the table below which maps relevant assessment criteria to the templates listed above: Unit Assessment Criteria Template Initial diagnostic assessment log Individual Learning Plan Scheme of work Scheme of work 2 2.2, 3.2 Session plan 2 2.2, 3.2 Observation record 3 1.2, 1.3, 2.2, 3.2, 4.2 Observation record 4 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, Observation record , 1.3, 2.2 Observation record Learner evaluation and feedback sheet 2 4.1, 4.2 Self-evaluation sheet 3 1.1, 5.1, 5.2 Self-evaluation sheet 4 4.1, 4.2 Self-evaluation sheet 5 3.1, 3.2 Self-evaluation sheet 36

37 Initial Diagnostic Assessment Log Learner Name: Date: Teacher Name: Qualification/ Programme title: Why has the learner chosen to study this qualification/programme? What does the learner intend to do after completing this qualification/ programme? Has the learner gained any prior learning/ vocational experience which would be useful to the completion of this qualification/ programme? Does the learner have any special education needs and/or disability? Yes/ No If so, please write any special arrangements that are required to assist this learner. Please provide information of the learner s ability/ level in the following core subjects: English Maths ICT Please circle the learner s preferred learning style: Visual Auditory Kinaesthetic How did you establish their preferred learning style?. 37

38 INDIVIDUAL LEARNING PLAN (2 page document) Learner Name Enrolment No Start Date Employer Address Main Business Learner s Job Title Achievements to Date GCSE/Vocational Qualifications Achieved Brief Job Description Date Achieved Original Certificate Seen (Tutor Initials) Date Seen Learner s Aims Long Term Short Term Course Agreed: Course Name Course Code Attendance 38

39 Course Length Pattern Over the above course length the learner will achieve the following Learning Outcomes Learning Outcome Start Date Progress Date/ Comments/Feedback Progress Date/ Comments/Feedback Progress Date/ Comments/Feedback Changes made to the programme: Progress Date/ Comments/Feedback Achievement Date Outcomes not achieved (reasons): Agreed support to enable achievement: Progression: Signed (Teacher) Date Signed (Learner) Date 39

40 SCHEME OF WORK Title/Aim of Programme: Level of programme: Date Week 1 Learning Outcomes (Principal objectives or Learning Outcomes to be covered) Content of Session (including coverage of core skills) Resources and Teaching Activities Link to subject specification/ assessment criteria Remarks Week 2 Week 3 Week 4 Week 5 40

41 Session Plan Teacher: Date: Duration: Aim of Session: Learning Outcome(s): Timing Trainer activities Learner activities Resources required How is inclusion catered for? Assessment methods What opportunities do learners have to practise their literacy, language, numeracy and ICT skills? 41

42 Observation Record Unit Assessment Criteria No. 2 AC 2.2 Design teaching and learning plans which meet the aims and individual needs of all learners and curriculum requirements Assessor Notes Outcome or X Grade 1, 2, 3 or AC 3.2 Apply minimum core elements in planning inclusive teaching and learning AC 1.2 Create an inclusive teaching and learning environment AC 1.3 Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements AC 2.2 Use communication methods and media to meet individual learner needs AC 3.2 Use technologies to enhance teaching and meet individual learner needs AC 4.2 Apply minimum core elements in delivering inclusive teaching and learning AC 1.3 Use types and methods of assessment to meet the individual needs of learners AC 1.4 Use peer- and selfassessment to promote learners involvement and personal responsibility in the assessment for, and of, their learning AC 1.5 Use questioning and feedback to contribute to the assessment process 42

43 Observation Record Unit Assessment Criteria No. Assessor Notes Outcome or X Grade 1, 2, 3 or AC 2.2 Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current AC 2.3 Conduct assessments in line with internal and external requirements AC 2.4 Record the outcomes of assessments to meet internal and external requirements AC 3.2 Apply minimum core elements in assessing learners AC 1.2 Use resources to promote equality, value diversity and meet the individual needs of learners AC 1.3 Adapt learning resources to meet individual needs of learners AC 2.2 Apply minimum core elements when using resources for inclusive teaching and Learning Learner s Signature: Assessor s Signature: Date: Date: 43

44 Observation Record Feedback Overall Summary: Overall Grade: Action Plan: Learner s Signature: Assessor s Signature: Date: Date: 44

45 Name of learner (optional): Learner evaluation and feedback sheet Name of Teacher: Date: Qualification/ Programme Title: Please provide feedback on the following areas and identify how they met your individual learner needs: Lesson Delivery of the lesson content Learner feedback Assessment methods Learning resources Interactivity What did you already know on this subject area? What do you know now? What questions would help you find out more? Learner Signature (optional) 45

46 Self-evaluation sheet (1 of 3 pages) Name of Teacher: Unit/ Review the AC effectiveness of 2/4.1 your own practice when planning to meet the individual needs of learners, taking account of the views of learners and others. Self-evaluation notes Date 3/5.1 your own practice in meeting the needs of individual learners, taking into account the views of learners and others. 4/4.1 your own assessment practice, taking into account the views of learners and others. 5/3.1 your own practice in using resources to meet the individual needs of learners, taking into account the views of learners and others. 46

47 Self-evaluation sheet (2 0f 3 pages) Unit/ AC Identify areas for improvement in Self-evaluation notes Date 2/4.2 your own planning to meet the individual needs of learners. 3/5.2 your own practice in meeting the individual needs of learners. 4/4.2 your own assessment practice. 5/3.2 your own use of resources to meet the individual needs of learners. 47

48 Self-evaluation (3 0f 3 pages) Unit/ AC Analyse the effectiveness of Self-evaluation notes Date 3/1.1 The teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners. 48

49 Section 4: Assessed observation guidance Guidance: This section provides assessors and learners with assessed observation guidance. Assessed observations of practice are a vital component of the Level 4 Certificate in Education and Training qualification. The following units will include an assessed observation: Assessing learners in education and training; Delivering education and training; and Using resources for education and training. The assessed observations of practice requirements are a minimum of three observations, totalling a minimum of three hours. Any single observation must be a minimum of half an hour. HABC recommends that a holistic approach should be taken to observed and assessed practice, so that each observation and assessment of practice enables trainee teachers to provide evidence for all of the three units identified above. The Initial Teacher Education inspection (ITE) handbook (Ofsted, 2012) states that, for outcomes for trainee teachers to be judged as at a good level (grade 2), much of their teaching should be good, with examples of outstanding teaching. HABC therefore recommends that all trainee teachers should be required to achieve a good standard of teaching by the end of their programme. With this in mind, at least one hour of observed and assessed practice in observations linked to the units above should demonstrate grade 2 characteristics (these characteristics are outlined within the grading criteria section below). Any assessed observations of practice demonstrating the characteristics of inadequate practice (grade 4) should not be included in the total 3 hours of assessed observations of practice. However, providers should record these observations and provide detailed developmental feedback to trainee teachers. It is important that all records of assessed observations of practice, demonstrating the characteristics of all grades (1 to 4), be retained. This will enable those observing and assessing practice to identify developmental points from previous observations, and to monitor trainee teachers progress towards meeting developmental points and achieving a good standard of practice (grade 2) by the end of their programme. 49

50 There are additional practice requirements for some optional units within the HABC Level 4 Certificate in Education and Training (QCF). These requirements are in addition to the observed and assessed practice requirements identified above for the mandatory units and are summarised in the qualification specification for each unit. 50

51 Grading Criteria In judging the quality of teaching, learning and assessment, assessors should evaluate the extent to which: Learners benefit from high expectations, engagement, care, support and motivation from staff; Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner s needs; Staff initially assess learners starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners; Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning; Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims; Appropriate and timely information, advice and guidance support learning effectively; and Equality and diversity are promoted through teaching and learning. Grading characteristics Outstanding (grade 1) Much teaching, learning and assessment for all age groups and learning programmes is outstanding and rarely less than consistently good. As a result, the very large majority of learners consistently make very good and sustained progress in learning sessions that may take place in a variety of locations, such as the classroom, workplace or wider community. All staff are highly adept at working with and developing skills and knowledge in learners from different backgrounds. Staff have consistently high expectations of all learners and demonstrate this in a range of learning environments. Drawing on excellent subject knowledge and/or industry experience, teachers, trainers, assessors and coaches plan astutely and set challenging tasks based on systematic, accurate assessment of learners prior skills, knowledge and understanding. They use well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, the development of learners skills and 51

52 understanding is exceptional. Staff generate high levels of enthusiasm for participation in, and commitment to, learning. Teaching and learning develop high levels of resilience, confidence and independence in learners when they tackle challenging activities. Teachers, trainers, and assessors check learners understanding effectively throughout learning sessions. Time is used very well and every opportunity is taken to develop crucial skills successfully, including being able to use their literacy and numeracy skills on other courses and at work. Appropriate and regular coursework contributes very well to learners progress. High quality learning materials and resources including information and communication technology (ICT) are available and are used by staff and learners during and between learning and assessment sessions. Marking and constructive feedback from staff are frequent and of a consistent quality, leading to high levels of engagement and interest. The teaching of English, mathematics and functional skills is consistently good with much outstanding. Teachers and other staff enthuse and motivate most learners to participate in a wide range of learning activities. Equality and diversity are integrated fully into the learning experience. Staff manage learners behaviour skilfully; they show great awareness of equality and diversity in teaching sessions. Advice, guidance and support motivate learners to secure the best possible opportunities for success in their learning and progression Good (grade 2) Teaching, learning and assessment are predominantly good, with examples of outstanding teaching. All staff are able to develop learners skills and knowledge regardless of their backgrounds. As a result, learners make good progress. Staff have high expectations of all learners. Staff in most curriculum and learning programme areas use their well-developed skills and expertise to assess learners prior skills, knowledge and understanding accurately, to plan effectively and set challenging tasks. They use effective teaching, learning and assessment strategies that, together with appropriately targeted support and intervention, match most learners individual needs effectively. Teaching generally develops learners resilience, confidence and independence when tackling challenging activities. Staff listen perceptively to, carefully observe, and 52

53 skilfully question learners during learning sessions. Teaching deepens learners knowledge and understanding consistently and promotes the development of independent learning skills. Good use of resources, including ICT, and regular coursework contribute well to learners progress. Staff assess learners progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve. The teaching of English, mathematics and functional skills is generally good. Teachers and other staff enthuse and motivate most learners to participate in a wide range of learning activities Equality and diversity are promoted and learners behaviour is managed well, although some work is still needed to integrate aspects of equality and diversity into learning fully. Advice, guidance and support provide good opportunities for learners to be motivated and make the necessary connection between learning and successful progression. Requires improvement (grade 3) Teaching, learning and assessment require improvement and are not yet good. They result in most learners, and groups of learners, making progress that is broadly in line with that made by learners nationally with similar starting points. However, there are weaknesses in areas of delivery, such as in learning or assessment. There is likely to be some good teaching, learning and assessment and there are no endemic inadequacies in particular courses, across levels or age groups, or for particular groups of learners. Staff work with and develop skills and knowledge in learners from different backgrounds satisfactorily. Staff expectations enable most learners to work hard and achieve satisfactorily, and encourage them to make progress. Due attention is given to the careful initial assessment and ongoing assessment of learners progress, but these are not always conducted rigorously enough, which may result in some unnecessary repetition of work for learners, and tasks being planned and set that do not fully challenge them. Staff monitor learners work during learning sessions, set appropriate tasks and are capable of adjusting their plans to support learning. These adaptations are usually successful but occasionally are not timely or relevant, and this slows learning for some learners. 53

54 Teaching strategies ensure that learners individual needs are usually met. Staff deploy available additional support carefully, use available resources well and set appropriate coursework for learners. Learners are informed about the progress they are making and how to improve further through marking and dialogue with staff that is usually timely and encouraging. This approach ensures that most learners want to work hard and improve. The teaching of English, mathematics and functional skills is satisfactory overall. The promotion of equality and support for diversity in teaching and learning are satisfactory. Advice, guidance and support help to motivate learners to succeed in their learning and progress. Inadequate (grade 4) Teaching, learning and assessment are likely to be inadequate where any of the following apply. As a result of weak teaching, learning and assessment over time, learners or groups of learners are making inadequate progress and have been unsuccessful in attaining their learning goals. Staff do not have sufficiently high expectations and, over time, teaching fails to excite, enthuse, engage or motivate particular groups of learners, including those with learning difficulties and/or disabilities. Staff lack expertise and the ability to promote learning. Learning activities and resources are not sufficiently well matched to the needs of learners and, as a result, they make inadequate progress. Teaching of English, mathematics and functional skills is inadequate and a significant proportion of learners do not receive appropriate support to address English, mathematics and language needs. Staff show insufficient understanding and promote equality and diversity insufficiently in teaching sessions. 54

55 Section 5: Evidence tracking document Guidance: This section provides learners and assessors with an evidence tracking template. This template is provided to help learners and assessors keep track of the progress that the learner is making when completing their portfolio. It is designed to show at a glance what a learner has already covered and what there is left to do to complete a unit. This document can also be used as a table of contents for the evidence contained in the portfolio. It will signpost where each item of evidence is located and therefore make it easier for tutors/ assessors, IQA and EQS to check and assess. A sample completed tracking sheet has been included for your reference. 55

56 Evidence Tracking Sheet - Example Candidate Name Centre Name Unit 1: Example Unit in a Qualification (A/123/4567) Assessment Criteria (tick where completed) Fill in each portfolio reference and the assessment method used Portfolio Reference Assessment Method/s Obs Q D Wt Sim Once all assessment 3.1 criteria have been 3.2 met, the learner 3.3 and tutor/ assessor must sign and date this tracking sheet Assessment method key: Obs Observation Wt Witness testimony Pe Product evidence R RPL Q Questioning O Other Sim Simulation/assignment D Discussion Tick off each assessment criteria covered by each item of evidence in the portfolio Suggested assessment method abbreviations are listed here Learner Signature Date: Tutor/ Assessor Signature IQA Signature (if sampled) EQS Signature (if sampled) If sampled, the IQA/EQS must also sign and date this tracking sheet Date: Date: Date: 56

57 Evidence Tracking Sheet Learner Name Centre Name Unit Title: Knowledge Assessment Criteria (tick where completed) Portfolio Reference Assessment Method/s 1.1 Assessment method key: Obs Observation Wt Witness testimony Pe Product evidence R RPL Q Questioning O Other Sim Simulation/assignment D Discussion Learner Signature Tutor/ Assessor Signature IQA Signature (if sampled) EQS Signature (if sampled) Date: Date: Date: Date: 57

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