IQ Level 4 Certificate in Education and Training (QCF) Specification

Transcription

1 Quality Management System 601/1733/3 Specification IQ Level 4 Certificate in Education and Training (QCF) Specification Regulation No: 601/1733/3 Page 1 of 142 IQB/0.2/212 Version /01/2014 Author AW

2 Contents Page Industry Qualifications... 4 Introduction... 4 About this Qualification (Description, Objectives, Aims, Purpose)... 5 Structure (Credit, Rules of Combination, Guided Learning Hours)... 5 Delivery and assessment requirements... 6 Assessment... 7 Requirements... 7 Age range and Geographical Coverage... 9 Learner entry and minimum core requirements... 9 Progression... 9 Tutor requirements... 9 Centre Requirements...10 Unit 1: Understanding roles, responsibilities and relationships in education and training - H/505/ Unit 1 Guidance on Delivery and Assessment...13 Unit 2: Planning to meet the needs of learners in education and training - A/505/ Unit 2 Guidance on Delivery and Assessment...17 Unit 3: Delivering education and training - M/505/ Unit 3 Guidance on Delivery and Assessment...21 Unit 4: Assessing learners in education and training F/505/ Unit 4 Guidance on Delivery and Assessment...25 Unit 5: Using resources for education and training L/505/ Unit 5 Guidance on Delivery and Assessment...28 Unit 6: Assess occupational competence in the work environment H/601/ Unit 6 Guidance on Delivery and Assessment...33 Unit 7: Assess vocational skills, knowledge and understanding F/601/ Unit 7 Guidance on Delivery and Assessment...39 Unit 8: Assessment and support for the recognition of prior learning through the accreditation of learning outcomes - F/505/ Unit 8 Guidance on Delivery and Assessment...43 Unit 9: Delivering employability skills - M/505/ Unit 9 Guidance on Delivery and Assessment...46 Unit 10: Develop and prepare resources for learning and development - A/502/ Unit 10 Guidance on Delivery and Assessment...49 Unit 11: Develop learning and development programmes - M/502/ Unit 11 Guidance on Delivery and Assessment...53 Unit 12: Developing, using and organising resources in a specialist area - H/505/ Unit 12 Guidance on Delivery and Assessment...57 Unit 13: Engage learners in the learning and development process - F/502/ Unit 13 Guidance on Delivery and Assessment...62 Unit 14: Engage with employers to develop and support learning provision - Y/502/ Unit 14 Guidance on Delivery and Assessment...65 Unit 15: Equality and diversity - Y/503/ Unit 15 Guidance on Delivery and Assessment...69 Unit 16: Evaluating learning programmes - K/505/ Unit 16 Guidance on Delivery and Assessment...72 Unit 17: Identify individual learning and development needs - K/502/ Unit 17 Guidance on Delivery and Assessment...75 Unit 18: Identify the learning needs of organisations - H/502/ Unit 18 Guidance on Delivery and Assessment...78 Unit 19: Inclusive practice - L/503/ Page 2 of 142 IQB/0.2/212 Version /01/2014 Author AW

3 Unit 19 Guidance on Delivery and Assessment...82 Unit 20: Internally assure the quality of assessment A/601/ Unit 20 Guidance on Delivery and Assessment...86 Unit 21: Manage learning and development in groups - A/502/ Unit 21 Guidance on Delivery and Assessment...90 Unit 22: Preparing for the coaching role - J/505/ Unit 22 Guidance on Delivery and Assessment...93 Unit 23: Preparing for the mentoring role - L/505/ Unit 23 Guidance on Delivery and Assessment...97 Unit 24: Understanding and managing behaviours in a learning environment - Y/505/ Unit 24 Guidance on Delivery and Assessment Unit 25: Understanding the principles and practices of externally assuring the quality of assessment F/601/ Unit 25 Guidance on Delivery and Assessment Unit 26: Understanding the principles and practices of internally assuring the quality of assessment T/601/ Unit 26 Guidance on Delivery and Assessment Unit 27: Analysing English language for literacy and language teaching - J/503/ Unit 27 Guidance on delivery and assessment Unit 28: Reading skills for literacy and language teaching - R/503/ Unit 28 Guidance on delivery and assessment Unit 29: Speaking and listening skills for literacy and language teaching - D/503/ Unit 29 Guidance on delivery and assessment Unit 30: Writing skills for literacy and language teaching - K/503/ Unit 30 Guidance on Delivery and Assessment Unit 31: Using mathematics: academic subjects - T/503/ Unit 31: Guidance on Delivery and Assessment Unit 32: Using mathematics: personal and public life - A/503/ Unit 32 Guidance on Delivery and Assessment Unit 33: Using mathematics: Professional and Vocational Contexts F/503/ Unit 33 Guidance on Delivery and Assessment Appendix A Appendix B Appendix C Resources Page 3 of 142 IQB/0.2/212 Version /01/2014 Author AW

4 Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: Enquiries: Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number. Page 4 of 142 IQB/0.2/212 Version /01/2014 Author AW

5 Quality Management System 601/1733/3 Specification About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 4 Certificate in Education and Training (QCF) develops practical teaching skills and prepares teachers to work in a wide range of contexts. It requires observation and assessment of practice. It can meet the needs of a range of trainee teachers, such as: individuals who are not currently teaching and training but who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification; individuals who are currently teaching and training (including those who have just begun teaching and training) who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification; individuals currently working as assessors who wish to achieve a teaching qualification. Some units from the Learning and Development suite of qualifications may be achieved within this qualification. These units require practice to be assessed. Objectives of the qualification include meeting relevant programmes of learning, preparing learners for employment and supporting a role in the workplace. This qualification replaces the Level 3 Certificate in Preparing to Teach in the Lifelong Learning Sector (QCF) and the Level 4 Certificate in Preparing to Teach in the Lifelong Learning Sector (QCF) (CTLLS)). Structure (Credit, Rules of Combination, Guided Learning Hours) To be awarded the IQ Level 4 Certificate in Education and Training (QCF), the learner must achieve a minimum of 36 credits in total: 21 credits from the 5 mandatory units in Group A and a minimum of 15 credits from Group B. A minimum of 21 credits must be at Level 4 or above. Unit Level Credit GLH Mandatory Units Group A 1 H/505/0053 Understanding roles, responsibilities and relationships in education and training 2 Planning to meet the needs of learners A/505/1189 in education and training 3 M/505/0122 Delivering education and training F/505/0125 Assessing learners in education and training 5 L/505/0127 Using resources for education and training Optional Units Group B 6 H/601/5314 Assess occupational competence in the work environment (Learning and Development unit) 7 F/601/5319 Assess vocational skills, knowledge and understanding (Learning and Development unit) 8 F/505/0187 Assessment and support for the recognition of prior learning through the accreditation of learning outcomes 9 M/505/1089 Delivering employability skills A/502/9547 Develop and prepare resources for learning and development (Learning and Development unit) Page 5 of 142 IQB/0.2/212 Version /01/2014 Author AW

6 11 M/502/9545 Develop learning and development programmes (Learning and development unit) 12 H/505/1090 Developing, using and organising resources in a specialist area 13 F/502/9551 Engage learners in the learning and development process (Learning and development unit) 14 Y/502/9555 Engage with employers to develop and support learning provision (Learning and Development unit) 15 Y/503/5789 Equality and diversity K/505/1091 Evaluating learning programmes K/502/9544 Identify individual learning and development needs (Learning and development unit) 18 H/502/9543 Identify the learning needs of organisations (Learning and Development unit) 19 L/503/5384 Inclusive practice A/601/5321 Internally assure the quality of assessment (Learning and Development unit) 21 A/502/9550 Manage learning and development in groups (Learning and Development unit) 22 J/505/0188 Preparing for the coaching role L/505/0189 Preparing for the mentoring role Y/505/1099 Understanding and managing behaviours in a learning environment 25 F/601/5322 Understanding the principles and practices of externally assuring the quality of assessment (Learning and Development unit) 26 T/601/5320 Understanding the principles and practices of internally assuring the quality of assessment (Learning and Development unit) 27 J/503/4850 Analysing English language for literacy and language teaching 28 R/503/4852 Reading skills for literacy and language teaching 29 D/503/4854 Speaking and listening skills for literacy and language teaching 30 K/503/4856 Writing skills for literacy and language teaching 31 T/503/4861 Using mathematics: academic subjects A/503/4859 Using mathematics: personal and public life 33 F/503/4863 Using mathematics: professional and vocational contexts Delivery and assessment requirements Page 6 of 142 IQB/0.2/212 Version /01/2014 Author AW

7 Guided learning hours are It is the responsibility of training centres to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment All units in this qualification are assessed by portfolio (internally set and marked and quality assured by IQ) with the exemption of the three Mathematics units: 31, 32 and 33 which are assessed by externally set and internally marked assessments and portfolio. Once centres have been approved to offer this qualification they will be given access to the externally set and internally marked assessments via a secure portal from where they can download the question paper, mark scheme and guidance. An Achievement Record for this qualification is available from the website/ on request. All assessment criteria, of relevant units must be met and mapped and the location of the evidence must be indicated in the achievement record. Knowledge learning outcomes in this qualification (or relevant unit) must be assessed using methods appropriate to the assessment of knowledge; these can be assessed by a variety of methods including: Coursework Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Where indicated, evidence must come from the learners' consistent performance in the workplace. This qualification is not graded, successful learners achieve a pass. Requirements A. Teaching Practice requirements There is a requirement for a minimum of 30 hours of practice for this qualification. There is no requirement to evidence working with groups of learners to achieve this qualification unless units are undertaken which specify that purpose. However, where trainee teachers are working solely with individuals, a programme may also include support and preparation for working with groups. The following units include some assessment criteria that assess practical teaching skills and therefore require evidence of practice in order for trainee teachers to achieve the units. Practice must be in a teaching and learning environment. Delivering education and training unit 3 Assessing learners in education and training unit 4 Using resources for education and training unit 5 Appendix B summarises the practice requirements for the qualification s mandatory units. The practice requirements for the optional units are detailed in the unit specifications. Effective teaching practice experience should ideally include: different teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; Page 7 of 142 IQB/0.2/212 Version /01/2014 Author AW

8 teaching individuals and groups; experience of non-teaching roles; and gaining subject-specialist knowledge through workplace mentoring. Providers should ensure that trainee teachers have access to as many of these elements as possible during their teaching practice. There are also requirements for observations of practice as detailed below. B. Observed and assessed practice requirements Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher s progress. Guidance on making judgements about whether a trainee teacher has met the required standard of practice in an observation can be found in Appendix C. and is based on the Handbook for the Inspection of Further Education and Skills (Ofsted, 2012) Part 2, Section B: Quality of Teaching, Learning and Assessment. 1) Assessed observations of practice are an essential component of this qualification. 2) The overall 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. 3) A holistic approach is recommended so that each observation and assessment of practice enables trainee teachers to provide evidence for each of the three units identified below. 4) Each observation must be graded and overall must meet the required standard. Only grades 1 to 3 count towards the qualification requirements. See Appendix C. B.1 Mandatory units: 5) Three (of the five) mandatory units of assessment for which, to be awarded credit, a trainee teacher must achieve at least one assessed observation of practice at the required standard. This requirement is indicated in the Guidance on Delivery and Assessment of each relevant unit. The units where this applies are listed below: Delivering education and training unit 3 Assessing learners in education and training unit 4 Using resources for education and training unit 5 6) To be eligible for the award of credit for any one of the above three units, a trainee teacher must be able to provide evidence of a minimum of one assessed observation of practice that meets the required standard of practice. 7) To be eligible for the award of credit for all three units, a trainee teacher must be able to provide evidence of a minimum of three assessed observations of practice that meet the required standard of practice. 8) At least one hour of observed and assessed practice in observations linked to the mandatory units should demonstrate grade 2 characteristics (or above). See Appendix C. 9) There is no transfer of practice, including observed and assessed practice, from a previously achieved Level 3 Award in Education and Training. B.2 Optional Units 10) There are additional practice, including observed and assessed practice, requirements for some optional units taken from the Education and Training suite. These requirements are in addition to the observed and assessed practice requirements identified above for the mandatory units and are summarised in the Guidance on Delivery and Assessment of each relevant unit. Page 8 of 142 IQB/0.2/212 Version /01/2014 Author AW

9 B.3 Learning and Development Units 11) For some optional units taken from the Learning and Development qualifications, practice must be in a real work environment and in the appropriate context with groups of learners or with individual learners. These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above and are summarised in the Guidance on Delivery and Assessment of each relevant unit. Age range and Geographical Coverage This qualification is approved for learners 19 plus in England, Wales and Northern Ireland. Learner entry and minimum core requirements All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. If trainees join the qualification programme having already completed a Level 3 Award in Education and Training, their record of development needs and any previous actions taken to address them should inform opportunities to continue to develop their skills as required by the appropriate minimum core elements. Opportunities to develop these personal skills should be made available across the mandatory units as a minimum. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role as teachers. The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. The minimum core document comprises three sections: Language and literacy Numeracy Information and communication technology (ICT). Each of these sections comprises two parts: Part A knowledge and understanding Part B personal skills. Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT are included in the teaching qualifications. Details can be found in the document, Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the minimum core of teachers knowledge, understanding and personal skills. A guide for initial teacher education programmes (LLUK, 2007; updated LSIS, 2013). Requirements for knowledge and understanding elements: Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following mandatory units: Planning to meet the needs of learners in education and training (Level 4) Delivering education and training (Level 4) Assessing learners in education and training (Level 4) Using resources for education and training (Level 4) Progression Learners may progress to the Level 5 Diploma in Education and Training (QCF). Tutor requirements All those delivering units and/or observing and assessing practice for the Level 4 Certificate in Education and Training should have all of the following: Page 9 of 142 IQB/0.2/212 Version /01/2014 Author AW

10 a teaching or training qualification. This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards. However, IQ may accept individuals who do not meet this criterion if they have evidence of substantial and successful teaching experience in education and training. evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes Requirements for those delivering units and/or observing and assessing practice: All those delivering units and/or observing and assessing practice for the Level 4 Certificate in Education and Training should have all of the following: a teaching or training qualification. This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards. However, IQ may accept individuals who do not meet this criterion if they have evidence of substantial and successful teaching experience in education and training. evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. There are additional requirements for those who assess the Learning and Development units. Information about the assessment and quality assurance strategy for the Learning and Development units is provided in Appendix A located at the end of this document. Centre Requirements Centres must be approved by IQ in order to offer this qualification. Page 10 of 142 IQB/0.2/212 Version /01/2014 Author AW

11 Unit 1: Understanding roles, responsibilities and relationships in education and training - H/505/0053 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Roles and responsibilities of a teaching role: Coaching, assessing, planning and advising; curriculum development, curriculum innovation and curriculum delivery strategies; developing, delivering and marking assessments, reporting, maintaining and improving standards. Responsibilities: role within team, representing/ communicating needs of learners, liaising with other professionals, negotiating anti-social behaviours on behalf of learners; providing safe and supportive learning environment- suitable venue, health and safety, planned inclusive learning, challenging etc. Key aspects of legislation, regulatory requirements and codes of practice: Equalities Act, Data Protection, Ofqual, LLUK/ LSIS, Awarding Organisation requirements, overarching standards, minimum core requirements and the 6 domains; how these relate to own role and responsibilities. 1.3 Explain ways to promote equality and value diversity Promote equality and value diversity: Training, developing understanding, learning materials, discussion, celebrating diversity in learning needs, visual or auditory impairment, physical disability, language; responsibilities for equality, non-discriminatory practice, support. 2.Understand ways to maintain a safe and supportive learning environment 1.4 Explain why it is important to identify and meet individual learner needs 2.1 Explain ways to maintain a safe and supportive learning environment Identifying and meeting the needs of learners: How to identify, assess and adapt to the learners needs, e.g. ongoing assessment of ability and understanding, counselling, support, reporting capabilities, appraisals. Maintaining a safe and supportive learning environment: Why health and safety is important e.g. legal requirements, a safe and efficient workplace; responsibilities e.g. follow safety signage, only perform tasks you have permission for and training to carry out. Page 11 of 142 IQB/0.2/212 Version /01/2014 Author AW

12 3. Understand the relationships between teachers and other professionals in education and training 2.2 Explain why it is important to promote appropriate behaviour and respect for others 3.1 Explain how the teaching role involves working with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles 3.3 Describe points of referral to meet the individual needs of learners Promote appropriate behaviour and respect for others: Establishing clear ground rules, leading by example, incentives for appropriate behaviour, providing a relaxed but positive learning environment Responsibilities in relation to other professionals: Understand the overlap of roles and the importance of working together to benefit the learner. Boundaries between the teaching role and other professional roles: Professional roles e.g. external verifiers and assessors; support roles e.g. counselling and other administration staff, examinations office, finance office, registrations, student support services, peer mentors, government agencies; variation of teaching roles and boundaries dependent on organisations. Points of referral: Range of examples of when to refer the learner e.g. if the learner is struggling to keep up in class, if the learner is facing financial difficulties. Page 12 of 142 IQB/0.2/212 Version /01/2014 Author AW

13 Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learners knowledge and understanding of the teaching role and responsibilities in education and training, ways to maintain a safe and supportive learning environment and the relationships between teachers and other professionals in education and training. LSIS recommends that this unit be delivered before other units in both the Award and Certificate qualifications to support progression. Assessment This unit assesses knowledge and understanding, assessment is by portfolio, internally set and marked by the centre and quality assured by IQ. It must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other An Achievement Record for this qualification which includes the forms necessary to map and claim knowledge and competence is available to download from the IQ website. All Assessment criteria must be met. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. This unit is also a mandatory unit in the Level 3 Award in Education and Training. For those achieving this unit as part of the Award, credit transfer will apply when undertaking the Certificate qualification. Page 13 of 142 IQB/0.2/212 Version /01/2014 Author AW

14 Unit 2: Planning to meet the needs of learners in education and training - A/505/1189 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use initial and diagnostic assessment to agree individual learning goals with learners 1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 1.2 Use methods of initial and diagnostic assessment to negotiate and agree individual learning goals with learners Role and use of initial and diagnostic assessment in agreeing individual learning goals: Initial: Identify learner's prior knowledge and skills to assess suitability of learning programme and level; meet specific entry requirements; provide information for course delivery team. Diagnostic: Identify learning support needs and learning/ skills gaps; meet basic skills/minimum core; preferred learning style. Learning goals: Setting long or short term targets; action plans; individual or group contracts; ILP (individual learning plan). Methods of initial and diagnostic assessment to negotiate/ agree individual learning goals with learners: Initial: Inform individual learning plan; information from CV, application form, interview, exercises or tasks. Diagnostic: Knowledge or skills test, paper/ online diagnostic assessments of language/ literacy/ numeracy/ ICT. Negotiation: Self-assessment, discussion, recognition/ acknowledgement of learning or skills gaps, agree support needs, need for referral if appropriate. 1.3 Record learners individual learning goals Record learners individual learning goals: Covering: ILPs, action plans (paper or IT based), following organisation's procedures for recording information, learners rights, sharing as appropriate etc. 2. Be able to plan inclusive teaching and learning in accordance with internal and external requirements 2.1 Devise a scheme of work in accordance with internal and external requirements Scheme of work: In accordance with awarding organisation requirements and professional/vocational standards; covering: knowledge, opportunities to develop skills, logical sequence, assessment methods and timings, evidence requirements, standardisation, learning styles, individual and group work, inclusion and access, reinforcing learning, time management, engaging learners, learning goals. Page 14 of 142 IQB/0.2/212 Version /01/2014 Author AW

15 2.2 Design teaching and learning plans which meet the aims and individual needs of all learners and curriculum requirements 2.3 Explain how own planning meets the individual needs of learners 2.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 2.5 Identify opportunities for learners to provide feedback to inform inclusive practice Teaching and learning plans: Including: planning to meet needs of learners (activity, reflection, research, planning) and subject (knowledge, attitude, skill); activities: individual and group learning, lectures, team-teaching, workshops, practical exercises, research, project work, case studies, discussions, peer teaching, role plays, games, directed study etc.; ensuring accessibility and flexibility through distance and online learning, resource based learning, independent learning, experiential learning, student-centred learning etc. How own planning meets the individual needs of learners: E.g. learning styles, individual and group work, accessibility, reinforcing learning, opportunities for study skills, time management, engagement, goals, variety, active learning etc.; taking account of awarding body and professional/vocational requirements, knowledge, skills, logical order of content, assessment methods and timings, evidence requirements, moderation and standardisation. Adapting teaching and learning plans to meet the individual needs of learners: Including a variety of methods to meet range of learning styles and learners requirements: e.g. individual and group learning, lectures, teamteaching, workshops, practical exercises, research, project work, case studies, discussions, peer teaching, role plays, games, directed study, resources based learning, independent learning, experiential learning, student-centred learning etc. Opportunities for learners to provide feedback to inform inclusive practice: Provide opportunities for learners ask questions; checks on understanding; feedback; evaluation of learning; encourage comment of learning styles used, assessment materials/tasks; tutorials; programme reviews. Page 15 of 142 IQB/0.2/212 Version /01/2014 Author AW

16 3. Be able to implement the minimum core in planning inclusive teaching and learning 4. Be able to evaluate own practice when planning inclusive teaching and learning 3.1 Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning 3.2 Apply minimum core elements in planning inclusive teaching and learning 4.1 Review the effectiveness of own practice when planning to meet the individual needs of learners, taking account of the views of learners and others 4.2 Identify areas for improvement in own planning to meet the individual needs of learners Ways in which minimum core elements can be demonstrated in planning: Teaching and learning methods including: activities which require use of a range of ICT, literacy and numeracy skills; flexibility to address gaps in learner's skills; workshops, practical, research, project work, case studies, discussions, role plays, games, directed study, resources-based learning, learner-centred and experiential learning; mapping materials to minimum core; including sessions on study skills, using libraries etc.; ensuring teaching materials use language at appropriate level; planning use of clear spoken/ written language in giving instructions; developing activities that promote literacy, language, numeracy and ICT learning alongside subject specialist skills; considering needs of those with specific learning difficulties/ disabilities or those with sensory impairment. Apply minimum core elements in planning inclusive teaching and learning: Including: using language at appropriate level in teaching materials; planning use of clear language in giving spoken/ written instructions; developing activities that promote literacy, language, numeracy and ICT learning alongside subject specialist skills; adapting activities to meet needs of those with specific learning difficulties/disabilities or those with sensory impairment. Reviewing the effectiveness of own practice: Covering: sources of evidence e.g. self-assessment, work shadowing, tutor evaluations, formal appraisals, reviews, learner feedback; review of schemes of work for effectiveness in achieving goals, meeting timescales, content, opportunities for skills development, assessment activities, opportunities for reinforcing learning; variety of learning and teaching approaches used and their effectiveness, opportunities for development of minimum core elements; use of team working to support development, feedback from internal verification of planning; own development goals and progress: updating of technical knowledge and expertise, plans and progress, researching alternative modes of delivery and assessment methodologies, developing new resources etc. Identify areas for improvement in own planning to meet the individual needs of learners: Including: feedback from internal verification of planning, own development goals and progress, updating of technical knowledge and expertise - plans and progress, researching alternative modes of delivery and assessment methodologies, developing new resources, implementing improvements identified in 4.1 etc. Page 16 of 142 IQB/0.2/212 Version /01/2014 Author AW

17 Unit 2 Guidance on Delivery and Assessment Delivery The purpose of this unit is to enable learners to agree individual learning plans with learners and plan inclusive learning and teaching approaches in line with internal and external requirements. They will also evaluate their own practice in planning teaching and learning. The unit also includes ways to cover the minimum core when planning teaching and learning. Assessment Although no assessed observations are required for this unit, evidence for the assessment criteria 2.2 and 3.2 may be generated during assessed observations. Simulation is not permitted. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 17 of 142 IQB/0.2/212 Version /01/2014 Author AW

18 Unit 3: Delivering education and training - M/505/0122 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements 2. Be able to communicate with learners and other learning professionals to promote learning and progression 1.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners Effectiveness of teaching and learning: Including: measures of students success, distance travelled, achievement, value-added, feedback from learners, learner engagement, stimulating learning and independent learning, achievement of planned session objectives, range of approaches, group management, motivation of learners, appropriate and adequate resources, achievement of assessment targets, selfassessment report, feedback from observation of teaching, feedback from other team members. 1.2 Create an inclusive teaching and learning environment Creating an inclusive teaching/ learning environment: Covering: teaching approaches: shadowing more experienced practitioners, use of group work or peer teaching, updating subject knowledge/ technical expertise; learning approaches: taking account of learning styles, special needs training, using a variety of styles of delivery/ assessment, considering modifications to learning programmes and support materials etc. 1.3 Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements 2.1 Analyse benefits and limitations of communication methods and media used in own area of specialism Demonstrating an inclusive approach to teaching/ learning: With reference to assessment criteria 1.2. Benefits and limitations of communication methods/ media in area of specialism: E.g. maintaining interest/ motivation, meeting needs of different learning styles, developing learners' communication skills as well as subject knowledge; covering: a variety of communication methods and media; range of methods and frequency in accordance with specialism. Page 18 of 142 IQB/0.2/212 Version /01/2014 Author AW

19 3.Be able to use technologies in delivering inclusive teaching and learning 2.2 Use communication methods and media to meet individual learner needs 2.3 Communicate with other learning professionals to meet individual learner needs and encourage progression 3.1 Analyse benefits and limitations of technologies used in own area of specialism 3.2 Use technologies to enhance teaching and meet individual learner needs Communication methods and media to meet individual learner needs: E.g. SWOT analysis, addressing communications gap, identifying own needs, action plan, reading and researching to strengthen literacy, discussions with line manager or mentor, working with specialists, updating language or literacy skills, online testing, work shadowing, contributing to team reviews, use of visual imaging, reviewing and addressing issues of nonverbal language etc. Communicate with other learning professionals: Using co-ordinated approaches across/ between teams to ensure that learners' needs are met; including: sharing of information, giving regular updates, ensuring the learner s needs are the focus of communication, maintaining confidentiality where necessary etc. Analyse benefits and limitations of technologies Benefits: Access to additional learning opportunities, extending range of delivery/ learning styles, giving a variety of experience to motivate and maintain the interest of learners etc. Limitations: Technologies dependent on availability, venues may be unsuitable, inadequate skills of teachers/ learners to use technology etc. Using technologies to enhance teaching/ meet individual learner needs: In accordance with benefits and limitations with reference to assessment criteria 3.1. Page 19 of 142 IQB/0.2/212 Version /01/2014 Author AW

20 4.Be able to implement the minimum core when delivering inclusive teaching and learning 5. Be able to evaluate own practice in delivering inclusive teaching and learning 4.1 Analyse ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning 4.2 Apply minimum core elements in delivering inclusive teaching and learning 5.1 Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others 5.2 Identify areas for improvement in own practice in meeting the individual needs of learners Ways of demonstrating minimum core elements: Covering: literacy, language, numeracy and ICT skills. Including: opportunities for learner achievement of goals linked with learners main course aims; teachers of different areas of specialism working together each contributing specialist expertise; approaches that make learning relevant/ meaningful to motivate learners; audit by skills specialists needed to complete the main qualification; integrated assignments that allow learners to demonstrate achievement in vocational skills; including skills goals in learners individual learning plans (ILPs) alongside those for other areas of specialism; working collaboratively with specialist colleagues in interpreting the results of relevant diagnostic tests and developing targets relevant to the area of specialism; working collaboratively with specialist colleagues to design activities, including differentiated learning, that practise skills within the area of specialism; reviewing learners progress regularly; use teaching materials which use language at an appropriate level; developing/ contributing to the development of activities that promote literacy, language, numeracy and ICT learning alongside other skills; planning inclusive learning for those with specific learning difficulties/disabilities or those with sensory impairment etc. Applying minimum core elements delivering inclusive teaching/ learning: With reference to assessment criteria 4.1. Review the effectiveness of own practice: Covering: learning and teaching approaches, reflecting on own practice and methods of evaluation e.g. one-to-one interview, questionnaires, comments, feedback from colleagues and learners etc. Identifying areas for improvement: E.g. utilising feedback constructively, continuous improvement, benchmarking, evaluating successes and shortcomings of implemented teaching techniques etc. Page 20 of 142 IQB/0.2/212 Version /01/2014 Author AW

21 Unit 3 Guidance on Delivery and Assessment Delivery 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. Assessment The learning outcomes must be assessed in a teaching and learning environment. There is a requirement to observe and assess practice in this unit. To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of one assessed observation of practice that has met the required standard of practice. This unit includes some assessment criteria (1.2, 1.3, 2.2, 3.2 and 4.2) that assess practical teaching skills and therefore require evidence of practice in order for trainee teachers to achieve the unit. Simulation is not permitted. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 21 of 142 IQB/0.2/212 Version /01/2014 Author AW

22 Unit 4: Assessing learners in education and training F/505/0125 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use types and methods of assessment to meet the needs of individual learners 1.1 Explain the purposes of types of assessment used in education and training 1.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners 1.3 Use types and methods of assessment to meet the individual needs of learners 1.4 Use peer- and self-assessment to promote learners involvement and personal responsibility in the assessment for, and of, their learning 1.5 Use questioning and feedback to contribute to the assessment process Purposes of types of assessment: E.g. assessment of knowledge and understanding by: internally/ externally set assessment, question and answer test, multiple choice questions, question and answer, verbal assessment, essay, case studies, assignments; demonstration and assessment of competence by: observation, professional discussion etc. Effectiveness of assessment methods: Covering: evaluation of learner progress against targets, feedback on activities/ assessment methods modified to meet different learners' needs, comparability, validity; reviewing modifications used and judging which best suit the needs of each learner. Types/ methods of assessment to meet individual needs of learners: E.g. discussions instead of written assessment, recordings/ visual evidence, use of scribes, specialist equipment or select alternative assessment activities, experiential learning, use of alternative assessor, learning support, language support, oral or written questions and answers, assessor writing answers for learner etc. Use peer and self-assessment to promote learner involvement in assessment: E.g. participation in and ownership of assessment process, self-evaluation, feedback, collaborative working, sharing goals, targets, giving and receiving feedback, developing awareness of risks of appearing challenging or confrontational; giving and receiving feedback, reflection. Using questioning/ feedback to contribute to the assessment process: To assess knowledge and understanding, underpin assessment of competence, acquire confirmation/ more detail through additional questions, identify/ clarify knowledge gaps, aid to planning next steps etc. Page 22 of 142 IQB/0.2/212 Version /01/2014 Author AW

23 2. Be able to carry out assessments in accordance with internal and external requirements 3. Be able to implement the minimum core when assessing learners 2.1 Identify the internal and external assessment requirements and related procedures of learning programmes 2.2 Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current 2.3 Conduct assessments in line with internal and external requirements 2.4 Record the outcomes of assessments to meet internal and external requirements 2.5 Communicate assessment information to other professionals with an interest in learner achievement 3.1 Analyse ways in which minimum core elements can be demonstrated in assessing learners Identify the internal and external assessment requirements: Covering: assessment methodology (internally/ externally set and internally/ externally marked), quality assurance and records required; assessment/ exam condition (supervision, split over multiple sessions etc.), requirements as stipulated by awarding organisations, employer/ learning providers, regulators, sector skills councils etc. Use assessment types and methods to enable learners to produce robust assessment evidence: Ensuring: validity, reliability, sufficiency, authenticity and currency, requirements for the assessment have been met, quality assurance carried out, checks of learner IDs, learner and invigilator declarations, comparability between assessment methods, learner cohorts, different assessors etc. Conduct assessments in line with internal/ external requirements: Including: clarifying requirements when planning assessment, seeking advice if unsure, ensuring all requirements/ contingencies are in place, keeping records, signing all documents as required, confirming learner IDs, partaking in training for self/ other staff involved. Record the outcomes of assessments to meet requirements: Ensuring that correct formats are used, information is accurate and entered on learner records, learner identities, types of information to be recorded, internal and external quality arrangements, confidentiality etc. Communicating assessment information to professionals: Ensuring: the accuracy of information, identity of learners, confidentiality, legitimacy of interest, promptness of communication and agreed formats. Analysing ways to demonstrate minimum core elements when assessing learners: Understanding of minimum core, relationship to areas being assessed, assessment method, permitted ways of presenting completed assessment, mapping, considering reasonable adjustments etc. 3.2 Apply minimum core elements in assessing learners Apply minimum core elements in assessing learners: Including: planning, identifying opportunities, mapping, consistent application, documentation etc. Page 23 of 142 IQB/0.2/212 Version /01/2014 Author AW

24 4. Be able to evaluate own assessment practice 4.1 Review the effectiveness of own assessment practice, taking account of the views of learners and others 4.2 Identify areas for improvement in own assessment practice Review the effectiveness of own assessment practice: By collating information including feedback from learners and others (e.g. colleagues) and evaluating effectiveness of practice (e.g. successes/ shortcomings, effectiveness of practice in terms of validity, reliability, accessibility, comparability, manageability and minimising bias). Identify areas for improvement in own assessment practice: Covering: outcomes of evaluation of practice, identifying good performance/ aspects of performance which can be improved, planning the aims/ methods of bringing about improvements etc. Page 24 of 142 IQB/0.2/212 Version /01/2014 Author AW