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

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 1.0 13/01/2014 Author AW

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/505/0053...11 Unit 1 Guidance on Delivery and Assessment...13 Unit 2: Planning to meet the needs of learners in education and training - A/505/1189...14 Unit 2 Guidance on Delivery and Assessment...17 Unit 3: Delivering education and training - M/505/0122...18 Unit 3 Guidance on Delivery and Assessment...21 Unit 4: Assessing learners in education and training F/505/0125...22 Unit 4 Guidance on Delivery and Assessment...25 Unit 5: Using resources for education and training L/505/0127...26 Unit 5 Guidance on Delivery and Assessment...28 Unit 6: Assess occupational competence in the work environment H/601/5314...29 Unit 6 Guidance on Delivery and Assessment...33 Unit 7: Assess vocational skills, knowledge and understanding F/601/5319...35 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/505/0187...40 Unit 8 Guidance on Delivery and Assessment...43 Unit 9: Delivering employability skills - M/505/1089...44 Unit 9 Guidance on Delivery and Assessment...46 Unit 10: Develop and prepare resources for learning and development - A/502/9547...47 Unit 10 Guidance on Delivery and Assessment...49 Unit 11: Develop learning and development programmes - M/502/9545...50 Unit 11 Guidance on Delivery and Assessment...53 Unit 12: Developing, using and organising resources in a specialist area - H/505/1090...54 Unit 12 Guidance on Delivery and Assessment...57 Unit 13: Engage learners in the learning and development process - F/502/9551...59 Unit 13 Guidance on Delivery and Assessment...62 Unit 14: Engage with employers to develop and support learning provision - Y/502/9555...63 Unit 14 Guidance on Delivery and Assessment...65 Unit 15: Equality and diversity - Y/503/5789...66 Unit 15 Guidance on Delivery and Assessment...69 Unit 16: Evaluating learning programmes - K/505/1091...70 Unit 16 Guidance on Delivery and Assessment...72 Unit 17: Identify individual learning and development needs - K/502/9544...73 Unit 17 Guidance on Delivery and Assessment...75 Unit 18: Identify the learning needs of organisations - H/502/9543...76 Unit 18 Guidance on Delivery and Assessment...78 Unit 19: Inclusive practice - L/503/5384...79 Page 2 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 19 Guidance on Delivery and Assessment...82 Unit 20: Internally assure the quality of assessment A/601/5321...83 Unit 20 Guidance on Delivery and Assessment...86 Unit 21: Manage learning and development in groups - A/502/9550...87 Unit 21 Guidance on Delivery and Assessment...90 Unit 22: Preparing for the coaching role - J/505/0188...91 Unit 22 Guidance on Delivery and Assessment...93 Unit 23: Preparing for the mentoring role - L/505/0189...94 Unit 23 Guidance on Delivery and Assessment...97 Unit 24: Understanding and managing behaviours in a learning environment - Y/505/1099...98 Unit 24 Guidance on Delivery and Assessment...100 Unit 25: Understanding the principles and practices of externally assuring the quality of assessment F/601/5322...101 Unit 25 Guidance on Delivery and Assessment...107 Unit 26: Understanding the principles and practices of internally assuring the quality of assessment T/601/5320...108 Unit 26 Guidance on Delivery and Assessment...112 Unit 27: Analysing English language for literacy and language teaching - J/503/4850...113 Unit 27 Guidance on delivery and assessment...114 Unit 28: Reading skills for literacy and language teaching - R/503/4852...115 Unit 28 Guidance on delivery and assessment...116 Unit 29: Speaking and listening skills for literacy and language teaching - D/503/4854...117 Unit 29 Guidance on delivery and assessment...119 Unit 30: Writing skills for literacy and language teaching - K/503/4856...121 Unit 30 Guidance on Delivery and Assessment...122 Unit 31: Using mathematics: academic subjects - T/503/4861...124 Unit 31: Guidance on Delivery and Assessment...127 Unit 32: Using mathematics: personal and public life - A/503/4859...128 Unit 32 Guidance on Delivery and Assessment...131 Unit 33: Using mathematics: Professional and Vocational Contexts F/503/4863...132 Unit 33 Guidance on Delivery and Assessment...135 Appendix A...136 Appendix B...137 Appendix C...138 Resources...142 Page 3 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

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 www.industryqualifications.org.uk 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: www.industryqualifications.org.uk) Enquiries: 01952 457452 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 1.0 13/01/2014 Author AW

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 3 3 12 and relationships in education and training 2 Planning to meet the needs of learners 4 3 15 A/505/1189 in education and training 3 M/505/0122 Delivering education and training 4 6 24 4 F/505/0125 Assessing learners in education and 4 6 24 training 5 L/505/0127 Using resources for education and 4 3 15 training Optional Units Group B 6 H/601/5314 Assess occupational competence in 3 6 30 the work environment (Learning and Development unit) 7 F/601/5319 Assess vocational skills, knowledge 3 6 24 and understanding (Learning and Development unit) 8 F/505/0187 Assessment and support for the 3 6 30 recognition of prior learning through the accreditation of learning outcomes 9 M/505/1089 Delivering employability skills 4 6 20 10 A/502/9547 Develop and prepare resources for learning and development (Learning and Development unit) 4 6 25 Page 5 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

11 M/502/9545 Develop learning and development 4 6 30 programmes (Learning and development unit) 12 H/505/1090 Developing, using and organising 5 15 50 resources in a specialist area 13 F/502/9551 Engage learners in the learning and 3 6 30 development process (Learning and development unit) 14 Y/502/9555 Engage with employers to develop and 3 6 25 support learning provision (Learning and Development unit) 15 Y/503/5789 Equality and diversity 4 6 25 16 K/505/1091 Evaluating learning programmes 4 3 15 17 K/502/9544 Identify individual learning and 3 3 24 development needs (Learning and development unit) 18 H/502/9543 Identify the learning needs of 4 6 30 organisations (Learning and Development unit) 19 L/503/5384 Inclusive practice 4 15 50 20 A/601/5321 Internally assure the quality of 4 6 45 assessment (Learning and Development unit) 21 A/502/9550 Manage learning and development in 4 6 30 groups (Learning and Development unit) 22 J/505/0188 Preparing for the coaching role 4 3 15 23 L/505/0189 Preparing for the mentoring role 4 3 15 24 Y/505/1099 Understanding and managing 4 6 20 behaviours in a learning environment 25 F/601/5322 Understanding the principles and 4 6 45 practices of externally assuring the quality of assessment (Learning and Development unit) 26 T/601/5320 Understanding the principles and 4 6 45 practices of internally assuring the quality of assessment (Learning and Development unit) 27 J/503/4850 Analysing English language for literacy 3 3 15 and language teaching 28 R/503/4852 Reading skills for literacy and 3 3 15 language teaching 29 D/503/4854 Speaking and listening skills for 3 3 15 literacy and language teaching 30 K/503/4856 Writing skills for literacy and language 3 3 15 teaching 31 T/503/4861 Using mathematics: academic subjects 3 6 30 32 A/503/4859 Using mathematics: personal and 3 6 30 public life 33 F/503/4863 Using mathematics: professional and vocational contexts 3 6 30 Delivery and assessment requirements Page 6 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Guided learning hours are 140-204. 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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

Unit 1: Understanding roles, responsibilities and relationships in education and training - H/505/0053 Guided Learning Hours: Unit Level: Unit Credit: 12 3 3 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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

Unit 2: Planning to meet the needs of learners in education and training - A/505/1189 Guided Learning Hours: Unit Level: Unit Credit: 15 4 3 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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

Unit 3: Delivering education and training - M/505/0122 Guided Learning Hours: Unit Level: Unit Credit: 24 4 6 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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

Unit 4: Assessing learners in education and training F/505/0125 Guided Learning Hours: Unit Level: Unit Credit: 24 4 6 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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

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 1.0 13/01/2014 Author AW

Unit 4 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to use types and methods of assessment to meet the needs of individual learners to carry out assessments in accordance with internal and external requirements; to implement the minimum core when assessing learners and to evaluate own assessment practice. 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 (1.3, 1.5, 2.2, 2.3 and 3.2) 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 25 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 5: Using resources for education and training L/505/0127 Guided Learning Hours: Unit Level: Unit Credit: 15 4 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use resources in the delivery of inclusive teaching and learning 1.1 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners 1.2 Use resources to promote equality, value diversity and meet the individual needs of learners Analysing the effectiveness of resources: Using familiar resources to build skills/ self confidence, identifying suitable resources, researching new materials/ updates/ modifications, seeking advice from experienced practitioners, ensuring adaptations meet needs of all learners, differentiation, reducing need for reasonable adjustments, addressing equality/ diversity issues, using technologies etc. Using resources to promote equality, value diversity and meet the individual needs of learners: By ensuring resources are: engaging, stimulating, address different learning styles, provide a variety of sensory input, meet the needs/ abilities of individual learners, accessible, recognise variation in English language/ literacy skills, adaptable for learners with learning difficulties/ disabilities, promote independence etc. 1.3 Adapt resources to meet the individual needs of learners Adapting resources to meet the individual needs of learners: Including: customising to meet needs/ abilities of individual learners, improving accessibility, recognising variations in English language/ literacy skills, adapting for learners with learning difficulties/ disabilities, promoting independence, adapting to address different learning approaches; use of online teaching resources, local intranet or virtual learning environment. Page 26 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Be able to implement the minimum core when using resources in the delivery of inclusive teaching and learning 3. Be able to evaluate own use of resources in the delivery of inclusive teaching and learning 2.1 Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning 2.2 Apply minimum core elements when using resources for inclusive teaching and learning 3.1 Review the effectiveness of own practice in using resources to meet the individual needs of learners, taking account of the views of learners and others 3.2 Identify areas for improvement in own use of resources to meet the individual needs of learners Ways in which minimum core elements can be demonstrated: Including: opportunities to develop language skills: different formats (handouts, presentations, styles, fonts etc.), relationship to readability, use of Simple Measure of Gobbledygook (SMOG) etc.; opportunities for numeracy: collecting/ manipulating data, statistics, analysis, application to specialist teaching, problem solving etc.; use of ICT skills: application to specialist teaching, learning packages, resources available and use of on-line assessments. Apply minimum core elements when using resources: With reference to assessment criteria 2.1. Reviewing the effectiveness of own practice in using resources: Covering: evaluating the effectiveness of resources used, stimulating/ maintaining interest of learners, meeting needs of individual learners, accommodating different levels of literacy/ numeracy, managing learning, opportunities for assessment, overall fitness for purpose, evaluating own skills in using the resources/ maximising their potential, achievement of learning outcomes etc. Identifying areas for improvement in own use of resources: With reference to evaluation in assessment criteria 3.1; including: assessing resources and own use of them to identify resources which are fit for purpose or need amending/ updating, ways to make better use of the resources, adapting resources for use with different groups of learners with different needs/ levels, improving opportunities to develop minimum core, researching to improve resources, widening the use of technologies etc. Page 27 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 5 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to use resources in the delivery of inclusive teaching and learning, to implement the minimum core when using resources in the delivery of inclusive teaching and learning and to evaluate own use of resources in the delivery of inclusive teaching and learning Assessment The learning outcomes must be assessed in a teaching and learning environment. Simulation is not permitted. 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 and 2.2) that assess practical teaching skills and therefore require evidence of practice in order for trainee teachers to achieve the unit. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 28 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 6: Assess occupational competence in the work environment H/601/5314 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Unit grid: Learning Outcomes/Content/Assessment Criteria Learning Outcome - The learner will: 1. Be able to plan the assessment of occupational competence Assessment Criteria - The learner can: 1.1 Plan assessment of occupational competence based on the following methods: observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 1.2 Communicate the purpose, requirements and processes of assessing occupational competence to the learner 1.3 Plan the assessment of occupational competence to address learner needs and current achievements Contents Planning assessment of occupational competence: Each method (advantages, disadvantages, most appropriate use), appropriate standards, awarding body, SSC and organisational requirements, employers needs, performance requirements, transferability of skills, range of methods, observation of performance in work environment, examination of products of work, questioning learner, discussions with learner, use of other evidence, witness testimony, learner statements, recognising prior learning, appropriate record keeping and documentation. Communicating purpose, requirements and processes of assessing occupational competence to learner: Standards and criteria against which learners will be assessed, awarding body requirements, occupational standards, other requirements (assessment plan, timing, venue), methods, expected outcomes, opportunities for feedback, benefits of assessment, appeals procedure, terminology, requirements from the learner such as preparation, specific needs, activities, evidence required etc. Assessing occupational competence to address learner needs/ current achievements: Initial assessment of learners needs, knowledge and understanding, training needs analysis, recognising current level of knowledge, understanding, skills and experiences, performance indicators, skills test, employer review (agreeing targets, goals, objectives for assessment), self assessment with learner, assessment that is meaningful and relevant, learner (motivation, engagement, involvement, individual responsibility), involvement Page 29 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Be able to make assessment decisions about occupational competence with others (organisation, colleagues, employers, peers, witnesses). 1.4 Identify opportunities for holistic assessment Identifying opportunities for holistic assessment: Covering: evidence opportunities (range of learning outcomes, assessment criteria, identification), planning and knowledge of assessment criteria, assessment requirements and assessment activities, assessment guidance from SSC and awarding bodies, logical progression and sequencing, specific context, learner needs, linking assessment (knowledge, understanding, skills), naturally occurring evidence, appropriate assessment opportunities etc. 2.1 Use valid, fair and reliable assessment methods including: observation of performance examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 2.2 Make assessment decisions of occupational competence against specified criteria Valid, fair and reliable assessment methods: Including: performance-based assessment of skills, observation of performance, examining products of work, questioning the learner, discussing with the learner, use of others, witness testimony, learner statements, recognising prior learning; covering: ensuring methods are fit-for-purpose and meet requirements of learners, organisation and awarding bodies, mapping to learning outcomes/ assessment criteria, taking into account numbers involved, range, opportunity, time constraints, resources, staffing, preventing bias, providing validity and authenticity. Assessment decisions of occupational competence against specified criteria: Covering: credibility/ compatibility with learning programme and required assessment outcomes, context, standards (organisation, industry, awarding body, government requirements), rules of evidence, meeting outcomes/ objectives in assessment plan, evidence (coherent, accessible, realistic, relevant, attributed to the learner) and time constraints. 2.3 Follow standardisation procedures Standardisation procedures: Adhering to organisation policies/ procedures, requirements of the awarding body, occupational standards and Sector Skills Council; covering: team/ assessor standardisation procedures and requirements, observations of practice, performance evidence, discussion, witness or learner statement, standardisation meetings, sharing good practice, peer observation, shadowing etc. 2.4 Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and Providing feedback to learners: Positive, encouraging, clear, specific/ targeted, location and time agreed with learner, involving the learner, range of available evidence, opportunity for learner feedback, focusing on identified criteria and Page 30 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to provide required information following the assessment of occupational competence 4. Be able to maintain legal and good practice requirements when assessing occupational competence progression 3.1 Maintain records of the assessment of occupational competence, its outcomes and learner progress 3.2 Make assessment information available to authorised colleagues 3.3 Follow procedures to maintain the confidentiality of assessment information 4.1 Follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare 4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence standards, avoiding personal issues/ bias, adjusting to learner needs etc. Recording assessment of occupational competence: Adhering to organisational and awarding body requirements, documentation and procedures; covering: recording naturally occurring evidence, observations, interviews, discussions, written records, video, audio, learner/ witness statements, record of products, tracking/ logging documents, action plans, assessment pro forma, examples, samples, record of questioning, regular progress checks, goals, targets checked at appropriate intervals etc. Making assessment information available: Identifying authorised colleagues, recording and storing assessment evidence/ documentation, using electronic formats, security/ appropriate access, team meetings, assessment and standardisation meetings etc. Following procedures to maintain confidentiality: Covering: procedures for secure storage of assessment documentation, organisational procedures, data protection, security and safety of paper-based records, electronic formats for recording/ storage, electronic safeguards, legitimate access and limited access. Policies, procedures and legislation for assessment of occupational competence: As stipulated by: Ofqual, Sector Skills Councils, Awarding Organisations and the Institute for Learning; regulations: Health and Safety at Work Act (1974), Data Protection Act (1998) etc.; organisational policies and procedures covering: safeguarding learners during assessment, standardisation/ moderation of assessment; qualifications and occupational competence of assessors, professional updating, CPD requirements etc. Requirements for equality and diversity: Legislation e.g. The Equality Act (2010), codes of practice, employment regulations and policies; covering: reasonable adjustments, special considerations, evaluation of individual learners, involving learners, bilingualism, flexible/ appropriate assessment, quality assurance, additional resources/ support needs etc. Page 31 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.3 Evaluate own work in carrying out assessments of occupational competence 4.4 Maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence Evaluate own work in assessments of occupational competence: Covering: reviewing own competence, feedback from internal/ external verification reports, self-assessment, evaluation of planning/ carrying out of assessment, Self Assessment Reviews, current occupational/ awarding organisation standards, learner s achievements, evaluation/feedback (from learners, teachers, managers, other individuals and professionals), observation reports, outcome from appraisals and updating knowledge, occupational expertise and skills. Maintaining own expertise/ competence relevant to assessing occupational competence: Including: conforming to up-to-date requirements, identifying needs/ updating gaps in skills, knowledge and occupational expertise, use of new technology; reflective practice: self assessment, feedback (from learners, colleagues, managers, external evaluators, other individuals and professionals), self/ team reviews, observation reports, outcomes from appraisals, monitoring/ modifications, realistic targets for own development etc. Page 32 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 6 Guidance on Delivery and Assessment Delivery This unit develops the learner s competence of planning the assessment of occupational competence, making assessment decisions about occupational competence, providing required information following the assessment of occupational competence and maintaining legal and good practice requirements when assessing occupational competence. Unit Description The aim of this unit is to assess the learning and development of the practitioner s performance in carrying out assessments of occupational competence in a work environment. This unit requires evidence of using the following assessment methods: observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Assessment Evidence for all learning outcomes must come from carrying out assessments in a work environment. A qualification achievement record for this qualification is available from the website. The aim of this unit is to assess the candidate assessor s performance in assessing occupational competence in an individual s work environment. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment examining products of work questioning the learner Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning Page 33 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

The candidate assessor s performance evidence must be assessed by observation, examining the products of work and questioning/discussions. 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. There must be evidence of the candidate assessor carrying out at least two assessments of two learners occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else. Links This unit is based on the Learning and Development NOS Standard 9: Assess learner achievement. Page 34 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 7: Assess vocational skills, knowledge and understanding F/601/5319 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to prepare assessments of vocational skills, knowledge and understanding 1.1 Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning Methods to assess vocational skills, knowledge and understanding: Including: assessments, simulations, observations, skills tests, oral/written tests, assignments, projects, case studies, witness/learner statements; selecting appropriately: agreeing with learner beforehand, recognising prior learning, addressing needs of the learner (abilities, skills etc.), providing choice where possible, considering practical arrangements (location, timing etc.), being rigorous and robust, observing requirements of awarding organisations, sector skills councils, Ofqual etc. 1.2 Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding 1.3 Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners Preparing resources and conditions for the assessment: Including: test papers, workplace/simulated environment, technology/bespoke equipment, availability of staff, accessibility, timing, location etc.; observing: regulatory requirements, codes of practice, policies and procedures of organisation. Communicate the purpose, requirements and processes of assessment: Methods of communication (verbal, written, electronic, body language etc.); approach (empathetic, clear, open to queries, agreeing assessment plan with learner beforehand etc.). Covering: Requirements: of awarding organisation, regulator, organisation; competence, knowledge, understanding, feedback, appeals, standardisation, evidence, deadlines, location, timing, equipment etc. Page 35 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Be able to carry out assessments of vocational skills, knowledge and understanding 2.1 Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements Managing assessment according to requirements: Including: awarding organisation, regulators, sector skills councils, national occupational standards etc.; covering: learner/witness statements, observations, question/answer sessions, naturally occurring evidence, recognition of prior learning, feedback opportunities etc.; planning: timing, bespoke technology, resources, standardisation, environment, prior agreement with learner, addressing needs of learner. 2.2 Provide support to learners within agreed limitations Supporting learners within agreed limitations: Identifying needs: physical impairments, language barriers, literacy levels; providing support: translators, computer software, listening aids, etc.; limitations: notice periods, costs, availability of staff/resources, deadlines, ensuring support is fit-for-purpose, negotiating limitations. 2.3 Analyse evidence of learner achievement Analyse evidence of learner achievement: Stipulations: meets requirements of awarding organisation, centre, sector skills councils, etc.; coherent, objective, authentic, recorded and relevant to specific assessment criteria, learning outcomes and standards; including: test results, answer papers, learner achievement records. 2.4 Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria Making assessment decisions against specified criteria: Evidence-based (authentic, objective) relevant to assessment criteria/learning outcomes, appropriate for knowledge / competence, observing regulatory requirements, acknowledging evidence gaps, reaching decisions (unambiguous, justifiable, consistent). 2.5 Follow standardisation procedures Follow standardisation procedures: Policies and procedures of organisation, requirements of awarding bodies, regulators, sector skills councils, national occupational standards, prior agreements, outcomes of standardisation meetings, verification procedures; covering: assessment criteria, learning outcomes, units, question papers, learners, assessors. 2.6 Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression Provide feedback to learners affirming achievement and identifying implications for learning, assessment and progression: Objective, empathetic, focused on specific criterion, motivational, constructive, utilising available evidence; timing, location, explaining opportunities for progression, negative/positive implications of achievement/underachievement, setting realistic goals, recording feedback. Page 36 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to provide required information following the assessment of vocational skills, knowledge and understanding 4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding 3.1 Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress 3.2 Make assessment information available to authorised colleagues as required 3.3 Follow procedures to maintain the confidentiality of assessment information 4.1 Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare 4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism 4.3 Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding Maintain records of assessment, its outcomes and learner progress: Complete, accurate and understandable reflection of events, logical timeline of learner progress, observing requirements of legislation, awarding organisations and centre policies and procedures; types: logbooks, learner/witness statements, video, audio, products of work, transcripts, observation records, action plans. Making assessment information available to authorised colleagues as required: Use of electronic passwords on computers/secure physical storage, organising internal/external verifier access, standardisation meetings, sampling information. Procedures to maintain the confidentiality of assessment information: Being up-to-date with policies and procedures of organisation, legislation and requirements of awarding bodies and regulators; covering: data protection, security, identifying authorised persons, safeguarding paper-based/electronic information, format of information. Follow policies, procedures and legislation relating to vocational assessment: Including: Ofqual, sector skills councils, awarding organisations, the Institute for Learning; covering: data protection, health and safety, emergencies, equality and diversity, standardisation, safeguarding learners, continuous professional development. Apply requirements for equality and diversity: Requirements of legislation, awarding organisations, employment regulations, codes of practice etc.; covering: physical impairment, linguistic barriers, flexibility of approaches, timing, resources needed, availability of additional support etc. Evaluate own work carrying out assessment of vocational skills, knowledge and understanding: Feedback (from colleagues, supervisors, learners, quality assurance staff and experts), observations, continuous professional development, self-assessment, relating to targets (relevant, measurable), use of technology, understanding of current standards to adhere to, acknowledging areas for improvement etc. Page 37 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.4 Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding Planning CPD: identifying requirements, seeking opportunities, time constraints, setting realistic goals, focusing upon particular aspects etc. Partaking in CPD: Finding alternative concepts and methods for assessing vocational skills, knowledge and understanding; modifying CPD plan throughout process as required; maintaining records of CPD (accurate, complete and objective); ensuring up-to-date knowledge of policies, procedures and regulations; conducting research; maintaining best practice in the use of technology, assessment techniques etc. Page 38 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 7 Guidance on Delivery and Assessment Delivery This unit develops the learner s ability to assess vocational skills, knowledge and understanding, including preparing, implementation, providing follow-up information and maintaining legal and good practice requirements throughout. Assessment The aim of this unit is to assess the candidate assessor s performance in assessing vocational skills, knowledge and understanding in environments other than the workplace for example workshops, classrooms or other training environments. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods. The candidate assessor s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. 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. There must be evidence of the candidate assessor carrying out at least two assessments of two learners skills, knowledge and understanding (four assessments in total). Links This unit is based on the Learning and Development NOS Standard 9: Assess learner achievement. Page 39 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 8: Assessment and support for the recognition of prior learning through the accreditation of learning outcomes - F/505/0187 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to promote understanding of recognition and accreditation of prior learning with external stakeholders 2. Understand how to provide guidance for learners 1.1 Describe models of recognition to learners, assessors and other relevant stakeholders 1.2 Describe how external stakeholders can support the professional skills and competencies of those involved in providing guidance on recognition and accreditation of prior learning 1.3 Explain the relevant processes, procedures and criteria that ensure recognition of prior learning is accepted as equivalent to other forms of assessment by relevant external stakeholders 2.1 Describe procedures for providing professional guidance for learners, assessors and other relevant stakeholders 2.2 Explain the importance of guidance that ensures learners have ownership of the process of recognition and, where appropriate, accreditation, as an entitlement or right Models of recognition: E.g. Non-certificated learning accreditation of prior learning (APL), accreditation of achievement (APA) and accreditation of prior experiential learning (APEL). Stakeholders: E.g. awarding organisations, Ofsted, employers, parents, trade unions etc. How external stakeholders support professional skills/ competencies of those involved in providing guidance on recognition and accreditation of prior learning: Through training and qualifications in recognising and mapping prior learning, how to match to learning outcomes of current programme, examples of types of permissible evidence etc. Relevant processes, procedures and criteria for recognising prior learning: Including: information required by awarding organisations or other stakeholders, documentation, evidence of mapping carried out, evidence to be produced, authentication of evidence, benchmarking of assessments etc. Procedures for providing professional guidance: Covering: guidance documents, handbooks, forms, examples, formal/ informal discussions, interviews, tutorials, qualification specifications, assessment methodologies, exemplar materials, decision making processes, mapping documents/ guidance, authenticity, validity, currency etc. Importance of guidance that ensures learners have ownership of the process of recognition: Covering: learner involvement in process, ownership, rights/ entitlement, choice of qualification, levels and options if appropriate, correct processes undertaken, action planning, agreed timescales, production of authentic evidence etc. Page 40 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to support learners to recognise prior learning and achievement 4. Be able to assess evidence presented by learners 3.1 Provide guidance for learners in choosing target qualifications that include their prior learning 3.2 Describe evidence required to meet the relevant learning outcomes, assessment criteria and verification requirements for the learners target unit(s) 3.3 Support learners with different needs to collect, organise and present theoretical and performance evidence to meet the requirements of the target unit(s) 4.1 Explain how a consistent approach is achieved by the assessment team within the processes of quality assurance 4.2 Judge the reliability, validity, authenticity, currency, relevance and sufficiency of a range of evidence presented by a learner to meet the learning outcomes of the target unit(s) Guidance for learners in choosing target qualifications: Choice of appropriate qualification/ rule of combination, use of initial assessment, career planning, limitations of funding requirements etc. Evidence required to meet learning/ verification requirements: Admissible evidence: work products, assignments, reports, work-related experience etc.; covering: requirements for authenticity/ confirmation as learner's own work, meeting requirements of internal/ external quality assurance, recording procedures, ensuring a fair, valid and reliable process, meeting any specific requirements of qualifications assessment strategy, particular requirements of a licence to practice etc. Support learners with different needs to organise evidence to meet requirements of units: Including: ways to support learners to identify evidence of knowledge and /or skills and competencies, helping to identify suitable sources of evidence of non-certificated learning, exploring all sources of evidence, work, work-related experience, recognising evidence which matches individual assessment criteria, answering learner's queries, giving support and encouragement, identifying sources of additional evidence etc. How a consistent approach is achieved by the assessment team: By following agreed processes and recording procedures, reviewing procedures within the team to ensure methods are fair, valid and consistent; internal quality assurance processes and feedback; use of common supporting materials etc. Judging evidence used to meet learning outcomes: Reliability: Evidence is authentic i.e. the learner's own work. Validity: Skills/ knowledge are confirmed and assessment criteria met. Authenticity: Evidence is collected from appropriate environment, meets assessment strategy requirements and confirmed by feedback from supervisor/ responsible person. Currency: Skills/ knowledge are current shown by recent application or relevant practice. Relevance: Meets current industry standards. Sufficiency: Evidence fully meets learning outcomes and assessment criteria, rules of combination and any other criteria. Page 41 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

5. Be able to evaluate and improve practice 4.3 Provide clear and constructive feedback to learners who have not satisfied the learning outcomes of the target unit(s), identifying the additional evidence required 4.4 Maintain records for assessment and verification purposes 5.1 Evaluate own, learner and the assessment team experiences of applying the recognition process Provide clear and constructive feedback to learners: Being consistent, making clear judgements which can be explained/ justified, providing evidence of quality assurance process approach, applying a standard approach to giving feedback, creating action plans to top up evidence if applicable/ appropriate and including opportunities for discussion of outcomes to ensure decisions are understood. Maintain records for assessment/ verification purposes: Ensuring all stages of the process are documented using agreed procedures and documentation, judgements are clearly recorded etc. Evaluate own, learner and the assessment team experiences: Including: reviewing all aspects of the process regularly, collecting feedback from all parties involved, evaluating the process with a standardised approach, maintaining consistency, fairness, validity, satisfaction with outcomes, ease of completing paperwork etc. 5.2 Identify improvements to practice Identify improvements to practice: With reference to assessment criteria 5.1 and outcome of evaluation; covering: need for changes to process, paperwork, guidance, additional training needs, identifying agreed changes to practice etc. Page 42 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 8 Guidance on Delivery and Assessment Delivery The aim of the unit is to understand and demonstrate how to provide guidance for, promote, and undertake practice related to recognition and accreditation of prior learning. 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. 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 43 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 9: Delivering employability skills - M/505/1089 Guided Learning Hours: Unit Level: Unit Credit: 20 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the differences between employability skills and employment skills 2. Understand the influence of personal qualities and skills on the delivery of employability skills 1.1 Explain differences between employability skills and employment skills 1.2 Explain the benefits to learners of having employability skills 2.1 Analyse personal qualities and skills required for the delivery of employability skills 2.2 Analyse the influence of personal presentation on the success of the delivery of employability skills Employability skills: Used once in employment (timekeeping, communication, interpersonal skills and the ability to follow instructions). Employment skills: Used in recruitment/ selection process (job applications and interview skills to gain employment). Benefits to learners of having employability skills: Retaining employment, performance, ability to meet targets and deadlines, promotion, selfconfidence, self esteem, increased motivation etc. Personal qualities/ skills required for the delivery of employability skills: E.g. able to motivate learners, be flexible and responsive, adapt to learner needs, work in a team, demonstrate effective leadership skills, use innovative methods, communicate effectively and give constructive feedback to develop learners' interpersonal skills alongside employability. Influence of personal presentation on the success of the delivery of employability skills: Reflecting workplace standards and expectations; covering: dress code for different types of teaching environment, use of appropriate language skills, professional presentation skills, use of ICT etc. 3. Be able to use techniques, strategies and practices that reflect the workplace in the delivery of employability skills 3.1 Review techniques for the delivery of employability skills Techniques for the delivery of employability skills: Including: role play, case studies, work related experience, simulated work environments, work shadowing, modes of delivery which reflect work and work practices, use of external speakers/ role models etc. Page 44 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Be able to evaluate own delivery of employability skills 3.2 Review strategies used to transform training areas to reflect a realistic working environment 3.3 Plan employability skills sessions that: meet the needs of learners; and reflect a realistic working environment 3.4 Use selected techniques and strategies to deliver employability skills sessions 3.5 Demonstrate ways to negotiate behavioural parameters when using workplace practices with learners 4.1 Evaluate the effectiveness of techniques, strategies and practices used for the delivery of employability skills 4.2 Identify own strengths and areas for improvement for the delivery of employability skills Review strategies used to transform training areas to reflect a realistic working environment: Including: how equipment will be acquired, options for buying or leasing, minimum requirements, sources of raw materials, plan changes to infrastructure, staffing, health and safety assessments, scope range of products, opportunities for sale, risk assessments etc. Plan employability skills sessions: Ensuring: availability of a RWE (Realistic Working Environment), suitably qualified/ experienced staff, resources, clear objectives for each session, assessment opportunities, methods of recording outcomes and that any additional support needs of learners are met. Use selected techniques/ strategies to deliver employability skills sessions: With reference to assessment criteria 3.1. Negotiating behavioural parameters: Covering: setting clear standards at start, mirroring workplace standards/ expectations, group/ individual contracts, setting achievable inclusive outcomes, celebrating success, communicating consequences of actions outside of parameters, setting clear parameters for compromise, clarifying learners' responsibility for their actions etc. Evaluate the effectiveness of techniques, strategies and practices: With reference to assessment criteria 3.1; covering: measures of success i.e. impact upon learners gaining/ retaining employment. Identify own strengths and areas for improvement: Using: SWOT analysis (strengths, weaknesses, opportunities and threats), feedback from learners, performance reviews and appraisal systems. Page 45 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 9 Guidance on Delivery and Assessment Delivery The unit aims to enable learners to deliver employability skills sessions. It includes consideration of the differences between employability and employment skills; the personal qualities, skills and techniques needed for the delivery of employability skills; and how the learning environment and personal presentation influence the success of the delivery of employability skills. It also includes delivering employability skills and using techniques and practices that reflect the workplace. 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. 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 46 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 10: Develop and prepare resources for learning and development - A/502/9547 Guided Learning Hours: Unit Level: Unit Credit: 25 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand principles underpinning development and preparation of resources for learning and development 2. Be able to develop resources to meet learning and development needs 1.1 Explain principles underpinning resource selection for learning and development 1.2 Analyse factors that are important when developing and preparing resources that conform to national legislation and organisational policies 1.3 Evaluate the contribution of technology to the development of learning and development resources 2.1 Agree needs of learners for whom resources are being developed Principles underpinning resource selection: Identifying intended purpose, acquisition/ reinforcement of knowledge or skills, subject specialist, minimum core, revision, preparation for assessment, motivating learners, target learners (all or supporting differentiation), accessibility of resources, ease of adaptation to meet needs of individual learners etc. Analyse factors that are important when developing/ preparing resources that conform to legislation and policies: Knowledge of requirements of national legislation and organisational policies; covering: implications of these requirements on resource design, internal/ external sources to inform development, compliance with requirements of awarding organisations and sector skills councils, meeting requirements of subject, copyright issues, storage, licensing agreements which apply, restrictions on internet access and health and safety requirements. Contribution of technology to the development of learning and development resources: Including: comparison of different formats for resources, accessibility to learners, limitations of available hardware/ software, use of bespoke/commercial packages, effectiveness in meeting needs of range of individual learners with differing requirements, requirements for and ability to meet reasonable adjustments Agreeing needs of learners for whom resources are being developed: Identifying range of needs of learners and preferred learning styles, addressing readability through the use of SMOG (Simple Measure of Gobbledygook), minimising the need for reasonable adjustments, taking advice from colleagues etc. Page 47 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2.2 Prepare resources for the delivery of learning and development ensuring legislative and organisational health, safety, welfare, equality and inclusion requirements are met 2.3 Plan adaptations to and use of technology within resources to meet learning and development needs 2.4 Prepare guidance to assist those using learning and development resources 2.5 Evaluate the suitability of resources for learning and development Preparing resources for the delivery of learning and development: Ensuring that resources: meet needs of learners, are fit for purpose, meet requirements of content, meet requirements of legislation, organisational policies, awarding organisations and sector skills councils, take account of safety considerations, are cost effective; considering additional resource requirements as necessary. Plan adaptations to and use of technology within resources: To meet needs of range of individual learners with differing requirements, choosing adaptations which can be applied, being cost effective and considering requirements for and ability to meet reasonable adjustments. Prepare guidance to assist those using learning and development resources: Clear instructions covering: use, resource requirements e.g. ICT, indication of adaptations available, additional sources of information/ support, information on access and storage, availability of a VLE (virtual learning environment), networking, examples of good practice and training opportunities. Evaluate the suitability of resources for learning and development: Covering: effectiveness of resources in meeting intended purpose, motivating learners; meeting needs of target learners, supporting differentiation; accessibility of resources, ease of adaptation to meet needs of individual learners, SWEET analysis (strengths, weaknesses, effectiveness, efficiency and transferability), supporting learning, engaging learners, promoting further learning etc. Page 48 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 10 Guidance on Delivery and Assessment Delivery The unit aims to enable learners to develop, use, and organise resources within a specialist subject, vocational or other area. It includes the purpose, development and use of resources, how to organise them and enable access to others. It also includes understanding legal requirements and responsibilities relating to resources and evaluating own practice in their development and use. Assessment 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. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 49 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 11: Develop learning and development programmes - M/502/9545 Guided Learning Hours: Unit Level: Unit Credit: 30 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the principles underpinning the development of learning and development programmes 1.1 Explain the objectives of learning and development programmes 1.2 Evaluate the factors of learning and development that impact on: - development - delivery - assessment and accreditation 1.3 Explain the importance of learner involvement when developing learning and development programmes Objectives of learning and development programmes: Meeting learning and development needs to achieve specified objectives, meeting needs of individual learners, acquisition of knowledge/ skills, meeting required standards of competency/ performance, ensuring outcomes meet needs of business/ individual, planning activities designed to achieve goals within timescales etc. Evaluate factors affecting learning and development: E.g. needs of the group, individual and business; meeting the requirements of: qualifications, sector skills councils, awarding organisation, licensing etc.; covering: modes of attendance, factors impacting on assessment, initial/ diagnostic assessment, initial, formative, summative, skills or knowledge assessments, standardisation, internal/ external verification and accreditation; resources needed for delivery: trainers, assessors, internal verifiers, time, suitable teaching environments, learning resources, ICT packages, VLEs (virtual learning environments), assessment opportunities, funding; opportunities for: on-the-job training, self-directed learning, work-shadowing, coaching etc. The importance of learner involvement: Covering: engagement in learning, input into meeting learners' needs, enhanced achievement of required outcomes; consideration of learning preferences and styles, likely prior learning, realistic target setting, timescales, most appropriate scheduling of reviews, preferred method of feedback, identification of assessment opportunities. Page 50 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Be able to develop learning and development programmes 1.4 Evaluate the risks that need to be managed when developing learning and development programmes 1.5 Compare methodologies to monitor and evaluate learning and development programmes 2.1 Identify the learning outcomes required for learning and development programmes 2.2 Develop a plan for a learning and development programme 2.3 Plan the assessment approaches to meet the learning outcomes of learning and development programmes Evaluating risks that need to be managed: Including: the learning environment, health and safety requirements/ limitations, requirements for risk assessment, ongoing support of senior management and line managers and the risks of overloading learners (timing, excessive assessment burden etc.). Comparison of methodologies to monitor/ evaluate learning and development programmes: Feedback questionnaires/ satisfaction surveys to learners and employers, one-to-one/ group interviews, observation of practice, spot checks, portfolio sampling, course/ programme reviews, learner forums, self-evaluation reports etc. Identifying the learning outcomes required for learning and development programmes: Identified in qualification specifications, by employers or other stakeholders; covering: group outcomes, individual outcomes, acquisition of knowledge, development of knowledge/ understanding and new skills, further development/ refreshment of current skills, development of competence/ work performance, improved employability, enhanced personal development, occupational/ professional development; meeting requirements of: organisational objectives, business needs, legislation, individual/ team skills gaps etc. Developing a plan for a learning and development programme: Covering: timescales for meeting objectives of organisation/ individual, availability of suitably qualified/ experienced staff, consideration of resource requirements, attendance patterns, planning of activities, delivery methods which meet learners' needs and preferred learning styles, working within budgets, building in opportunities for self-directed study, reviews, on-the-job training or use of RWEs (Realistic Working Environments), work shadowing, use of learning packages and how feedback will be collected and evaluations carried out. Assessment approaches to meet the learning outcomes: Initial, diagnostic, formative and summative; covering: oral/ written questions, assignments, tasks, case studies, learning activities, tests, use of ICT for on-screen or on-line activities or tests, observation of performance in the workplace, witness testimony, work products, professional discussion. Page 51 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to review learning and development programmes 2.4 Produce resources for learning and development programmes 3.1 Evaluate the learning outcomes of a learning and development programme 3.2 Evaluate the delivery and assessment of a learning and development programme 3.3 Identify areas for improvement for learning and development programmes Produce resources: Including: teaching and learning materials (specific to individual qualification/ wider application), resources to support activities, adaptations to meet specific needs of individuals, materials/ recording documents to support all aspects of assessment activities etc.; covering: production and storage of materials, confidentiality and security for assessment materials. Evaluate the learning outcomes of a learning and development programme: Setting evaluation objectives, identifying performance indicators/ organisational standards; reviews; retention/ achievement rates; collecting feedback from learners, team members, external verifiers; use of questionnaires, individual and group interviews, reviews, IV reports and SWOT analysis and identifying areas for improvement. Evaluate the delivery and assessment of a learning and development programme: Setting evaluation objectives, identifying performance indicators/ organisational standards; reviewing: delivery, assessment methods, cost effectiveness, use of technology, use of materials and resources; retention/ achievement rates; collecting feedback from learners, team members and external verifiers; use of questionnaires, individual and group interviews, reviews, IV reports and SWOT analysis and identifying areas for improvement. Identify areas for improvement: E.g. changes needed following feedback/ evaluation; programme development: new requirements, content, delivery method (e.g. selection, use, location, timing, phasing, transfer of learning); reporting to management, recommendations for employers etc. Page 52 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 11 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of the principles underpinning the development of learning and development programmes, to enable the learner to develop and review learning and development programmes. Assessment 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 for this learning outcome. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 53 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 12: Developing, using and organising resources in a specialist area - H/505/1090 Guided Learning Hours: Unit Level: Unit Credit: 50 5 15 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the purpose and use of resources in own specialist area 1.1 Explain the purpose of resources in teaching and learning Purpose of resources in teaching and learning: Provides factual information to learners, information to support learning, aids to understanding and recall; including: illustrations, statistics, case studies to facilitate learning, vehicles to enable skills to be practiced and developed and practice assessment materials. 1.2 Evaluate the effectiveness of specific resources from own specialist area in meeting individual learning needs Evaluate the effectiveness of specific resources from own specialist area: Setting evaluation objectives; identifying performance indicators/ organisational standards; reviewing: delivery, assessment methods, cost effectiveness, use of technology, materials and resources; retention and achievement rates; collecting feedback from learners, team members and external verifiers; use of questionnaires, interviews, reviews, IV reports and SWOT analysis and identifying areas for improvement. 2. Be able to develop and use inclusive resources in own specialist area 2.1 Analyse principles of resource design Principles of resource design: Fit for purpose, meet the needs of learners, meet specific additional requirements, reduce the need for reasonable adjustments, clear presentation which motivates learners, supports teaching to facilitate learning, easy access, meets learning objectives and assessment criteria, sequenced to mirror teaching etc. 2.2 Evaluate sources that inform resource development in own specialist area Evaluate sources that inform resource development: in own specialist area: Reviewing existing: resources, literature, software packages, on-line sources, sample documents, promotional materials form relevant companies; covering: suitability to contribute to delivery, assessment methods, cost effectiveness and use of technology, materials and resources. Page 54 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3.Understand how to organise and enable access to resources 2.3 Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area 2.4 Analyse ways in which resources can be adapted to enable an inclusive approach in own specialist area 2.5 Design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area 2.6 Employ resources to engage and meet the individual needs of learners in own specialist area 3.1 Explain ways in which resources can be classified and stored Analyse how theories, principles and models of inclusive curriculum design can be used in own specialist area: Theories covering different aspects of learning/ learning domains e.g. Bloom; models: experiential learning, building knowledge/ skills e.g. Maslow; blended resources; the virtual learning environment (VLE); choosing the model, adapting to meet the needs of the specialist area, using technologies and meeting workplace needs. Analyse ways in which resources can be adapted: Including: modifications that can be made to improve inclusivity, suitability of resources for adaptation/ improvement, checking readability using SMOG, adaptations for specific purposes such as colour of paper, choice of font and size, effect of changes on effectiveness of the resources in supporting teaching and learning, types of changes made, format, presentation, access, for different levels, options for learners to make own changes to meet their needs, changes for different learning environments (classroom, workplace, distance learning, virtual learning environment etc.). Design resources to engage and meet the individual needs of learners: Covering: using new technologies in the design of resources for specialist areas; covering: use of virtual learning environment (VLE), intranet, internet, DVDs, commercial IT packages (new/ adapted); specialist handouts and other materials, books, equipment, models and workshops. Employ resources to engage and meet the individual needs of learners: Covering: language, numeracy, ICTs skills, learning styles, materials to be used by individuals/ groups, experiential learning, adaptations to meet specific learning needs, ownership/ responsibility for learning, use of workshops, VLE, simulation, access to workplace specialist learning packages with adaptations where needed, use of PowerPoint and interactive boards. Classification and storage of resources: Covering: type of resource (ICT, hard copy, equipment), storage system, location, security, health and safety issues, cataloguing, management, archiving and retrieval procedures, issuing systems, identification and recording locations/ users. Page 55 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Understand legal requirements and responsibilities relating to the development and use of resources 5. Be able to evaluate own practice in relation to development and use of resources in own specialist area 3.2 Review ways of sharing resources with other learning professionals 4.1 Review legal requirements and responsibilities relating to the development and use of resources 4.2 Analyse the implications of intellectual property rights and copyright for the development and use of resources 5.1 Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area 5.2 Identify own strengths and areas for improvement in relation to development and use of resources in own specialist area 5.3 Plan opportunities to improve own skills in development and use of resources in own specialist area Sharing resources with other learning professionals: Including: central location and storage; cataloguing, identification and indexing of topics/ use; intranet, shared internet storage sites, access to VLE, networking, input in team meetings, loans, shared development, systems for sharing/ exchanging resources, lists on websites for loans to satellites/ partners and arrangements for shadowing/training in use of resources. Legal requirements and responsibilities: Including: ownership of resources, personal liability issues, licences, copyright, plagiarism, data protection, photocopying permissions, correct storage, health and safety issues, risk assessments, regulations relating to internet materials, downloading, file sharing, requirements for training/ supervision and safeguarding issues. Intellectual property rights and copyright: E.g. contracts, licences, ownership, permissions for use, authorship and citations. Effectiveness of own design and use of resources: Including: evaluation of development/ use of resources, suitability in meeting needs of learners, effectiveness in fulfilling intended purpose, flexibility, shelf life, need for updating, limitations, use of technologies, opportunities for refinement/ improvement etc. Strengths and areas for improvement: Covering: effectiveness, scope for widening use, adaptations needed, flexibility to meet needs of learners, ability to assess impact, need for additional/ improved skills, training needs analysis, development of alternatives, more effective approaches etc. Planning opportunities to improve own skills: E.g. evaluation of practice, reviews, feedback from peers/ learners, identification of training opportunities, availability of resources, development of intranet and VLE materials, CPD, internal/ external events and conferences, work shadowing, secondments, additional courses. Page 56 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 12 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of the purpose and use of resources in own specialist area to enable them to develop and use inclusive resources, understand how to organise and enable access to resources. Learners will also consider the legal requirements and responsibilities relating to the development and use of resources and be able to evaluate own practice in relation to development and use of resources in own specialist area. 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. 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. Page 57 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

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Unit 13: Engage learners in the learning and development process - F/502/9551 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand principles and purpose of engaging learners in learning and development 1.1 Explain principles of learner engagement in the learning and development process 1.2 Evaluate the processes and activities used to engage learners in learning and development 1.3 Explain information and advice learners need for learning and development Principles of learner engagement: Ownership of process, motivation, relevance, learning styles, use of language and resources, teaching environment, group identity etc. Evaluate the processes and activities used to engage learners: Including: effectiveness, assessment of level of learner engagement/ motivation, retention, achievement and areas for improvement. Need for information and advice: To support choice of qualification(s) for chosen career path, level, mode of learning, options available, enable informed decision-making, increase achievement rates and provide motivation. 1.4 Analyse learner motivation for learning and development Analyse learner motivation: Covering: participation, achievement, engagement, absence rates, time-keeping, completing work on time and group dynamics. 1.5 Analyse ways to overcome barriers to learning and development faced by learners Analyse ways to overcome barriers to learning: E.g. clear communication: avoiding confusing messages, focusing on single issues, inspiring discussion, using body language appropriate to verbal communication; tackling potential barriers: awareness of individuals with sensory difficulties, grouping EAL learners according to first language to encourage collective understanding, using diction appropriate to the learner s age; barriers: language, sensory impairment, emotional state, cognitive abilities, cultural; potential solutions: speaking clearly, simplified language, interpreters, quieter settings, hearing loops, Braille; equality of access: guaranteeing the removal of discriminatory barrier to access and catering for the individual s needs; participation: asking children/ young people what works or could be better and including them in the design, delivery and evaluation of services on an on-going basis. Page 59 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Understand the role of mentoring in facilitating learning 3. Be able to assist and engage the learner in the learning and development process 1.6 Explain methods of engaging learners in their own progress review of learning Methods of engaging learners in their own progress review of learning: E.g. reviews, tutorials, group/ individual feedback opportunities, questionnaires, discussing feedback from observations of practice, witness statements, professional discussions; covering: suitable venues and mutually convenient times for reviews and discussions. 2.1 Explain how mentoring can engage and motivate learners Mentoring to engage and motivate learners: Through: support, encouragement, personal involvement, identifying individual learning needs, confidential discussion of progress/ gaps, development of strengths, recognition of achievements, being non-threatening/ nonjudgemental etc. 2.2 Summarise the role and characteristics of a mentor Role and characteristics of a mentor: E.g. formal/ informal, paid/ unpaid; being sensitive, non-judgemental, non-threatening, empathic, aware of the needs of the learning programme and of the learner; possessing awareness/ understanding of issues impacting on the learner, limitations and when referrals should be made to other professionals. 2.3 Analyse mentoring relationships that engage and motivate learners 3.1 Demonstrate working relationships with learners to motivate learning 3.2 Provide assistance to learners to encourage them to take responsibility for their own learning and development Mentoring relationships: Role as listener, adviser, counsellor, role model, being flexible, facilitating positive outcomes by giving support and positive influence etc. Working relationships with learners to motivate learning: Covering: the agreement between mentor and mentee on the working relationship (ground rules/ parameters, expectations, guidelines on contact, reviews, mutual respect, appropriate venues for meetings etc.); matching the needs of learners to the expertise of mentor, agreement/ negotiation of expected outcomes, encouraging problem-solving, supporting decisionmaking, employing a variety of methods to meet individual needs, facilitating actions and building confidence. Provide assistance to learners: Support, advice and guidance; encouraging problem-solving; applying a variety of methods to meet individual needs; access to resources; ownership etc. Page 60 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Be able to assist the learner in reviewing their own progress 3.3 Provide learners with the information and advice to engage in learning and development that meets their needs Providing learners with information and advice: Including: sharing experience from self and other anonymous learners, generic/ from learning or employment; information from internal sources: library, learning support and careers advisers; external sources: websites and other ICT resources, employment agencies and government agencies. 4.1 Establish opportunities to review progress with learners Opportunities to review progress with learners: Progress reviews, tutorials, reviews of individual learning plans; considering: recognition of prior learning, regular intervals, convenient timing/ venues and target setting. 4.2 Provide learners with constructive feedback on their learning and development 4.3 Enable learners to give feedback on their learning experience Providing learners with constructive feedback: E.g. being objective, emphasising positives, relating to learning objectives/ individual learning plans, encouraging empowerment, target setting, recognising achievements/ progress, identifying gaps/ further learning needs, providing progression, assessing the success of support given and identifying further support needs. Enable learners to give feedback: Establishing trust; choice of suitable timing, environment and audience; including: discussions, feedback, reflection, using individual learning plans, evaluation and options for feedback on assessed work. 4.4 Analyse progress and achievement with learners Analyse progress and achievement with learners: Progress towards targets, difficulties encountered, expectations, individual learning plans, learner participation, motivation etc.; suitable methods: feedback, discussion, reflective accounts, questioning and evaluation. 4.5 Assist learners to in adapting learning and development plans to reflect future learning needs Assist learners to in adapting learning and development plans: Covering: analysis of needs, expectations, realistic targets, recognising learning/ support needs, learning experiences to date, negotiation, achievements, difficulties encountered, planning to meet needs, resource implications etc. Page 61 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 13 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of the principles and purpose of engaging learners in learning and development and the role of mentoring in facilitating learning. Learners will be able to assist and engage the learner in the learning and development process and to assist the learner in reviewing their own progress. Assessment This unit assesses occupational competence. Evidence for learning outcomes 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 62 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 14: Engage with employers to develop and support learning provision - Y/502/9555 Guided Learning Hours: Unit Level: Unit Credit: 25 3 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand information relating to employers developing provision for learners 1.1 Analyse information sources about individual employers and employment sectors, locally and nationally Analyse information sources about individual employers and employment sectors: E.g. directories, websites, the Chamber of Commerce, trade organisations, training providers, government departments/ agencies, Sector Skills Councils, recruitment agencies, business networks, trade/ professional journals/ magazines, newspapers etc. 1.2 Summarise learning provision available to an employer Available learning provision: Including: qualifications provided by training providers, colleges and internal training departments; shadowing schemes, internal courses, short training courses, training within teams through team meetings and events, presentations by internal/ external speakers, apprenticeships, conferences and online learning resources. 2. Understand how to engage with employers for the benefit of learners 1.3 Summarise legal requirements that apply to employers developing and supporting provision for learners 2.1 Explain how to prepare for first contact with employers to discuss learning provision 2.2 Evaluate employers level of interest in providing learning opportunities for learners Legal requirements: Health and safety, safe working initiatives, fitting in with working hours/ contractual arrangements and meeting the requirements of equality and diversity, data protection and environmental protection. Preparing for first contact with employers: Familiarisation with the employer, functions, profile and facilities (using the website, the Chamber of Commerce and business directories); obtaining contact name(s) and job role information; information to prepare: nature of opportunities, identification of rival offers, examples of similar employers benefiting from provision, employer engagement plans; strategies (cold calling, letters, marketing materials) etc. Evaluating employers level of interest: Considering: choice of language, tone of voice, body language, answers to questions, responses to enquiries, requests for more information, previous experience, level of participation and willingness to become involved in local employer groups. Page 63 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to engage with employers for the benefit of learners 4. Be able to evaluate the effect of employer provision on the learner and partner organisation 2.3 Evaluate strategies that help employers overcome concerns about offering learning opportunities 2.4 Explain why employers might need support to provide learning for learners 2.5 Explain the importance of clear channels of communication with employers as delivery partners 3.1 Provide employers with clear information and advice about learning requirements for learners 3.2 Provide advice and assistance to employers delivering learning opportunities 3.3 Establish channels of communication for feedback from employers on the progress of learners 4.1 Assess the impact of employer provision on learners learning outcomes 4.2 Review the impact of employer provision on partner organisations Strategies that help employers overcome concerns: Showing awareness of needs of employer, following questions and finding answers, anticipating reservations and responding, proactively finding solutions to address concerns, giving examples of benefits, giving examples of potential benefits reinforced by evidence from similar employers etc. Why employers might need support to provide learning: Including: understanding the complexities of requirements, reporting requirements, how to access funding, legal requirements relating to learners (health and safety and safeguarding), additional learning support and accessing suitably qualified/ experienced staff. Importance of clear channels of communication: To ensure clearly identified points of contact, frequent updates, consistency and prompt responses to queries. Providing employers with clear information and advice: Including: requirements for learning, learning time on and off the job, working arrangements, attendance requirements, the learners' rights and responsibilities, health and safety and safeguarding for young/ vulnerable learners. Providing advice and assistance to employers: E.g. requirements for record keeping, quality assurance, awarding organisation requirements where relevant etc.; mentoring support if needed. Establishing channels of communication for feedback: Identify suitable/ preferred methods; covering: telephone, email, in person, reports, meetings etc.; how feedback will be collected and identifying the purpose of feedback. Impact of employer provision: Addressing skills gaps and meeting training needs, increasing confidence/ motivation and learning tailored to needs of job role. Impact of employer provision on partner organisations: Opportunities to benefit from provision, work experience or shadowing; increased flexibility, efficiency and profitability and improved skills level of workforce. Page 64 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 14 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding relating to employers developing provision for learners and how to engage with employers for the benefit of learners. Learners will engage with employers for the benefit of learners and be able to evaluate the effect of employer provision on the learner and partner organisation. Assessment This unit assesses understanding and occupational competence. Evidence for learning outcomes 3-4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these learning outcomes. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 65 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 15: Equality and diversity - Y/503/5789 Guided Learning Hours: Unit Level: Unit Credit: 25 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the key features of a culture which promotes equality and values diversity 2. Understand the importance of promoting equality and valuing diversity in lifelong learning 1.1 Define the meanings of equality and diversity in the UK context 1.2 Analyse the benefits of promoting equality and diversity for individual learners 1.3 Define legislation, employment regulations and codes of practice relevant to the promotion of equality and valuing of diversity 2.1 Reflect on how the promotion of equality and diversity can protect learners from risk of harm 2.2 Explain actions that can be taken to value individual learners Definitions of equality and diversity: No individual is discriminated against/ disadvantaged because of their sex, marital status, age, religion, race, nationality or ethnic origin or disability; no disadvantage to any learners that share a particular characteristic or barrier to entry; celebrating diversity in race, culture or religion resulting in a range of perspectives, perceptions and experiences; no inequalities of treatment due to gender, age, language, race, employment or progression opportunities. Benefits of promoting equality and diversity: Inclusion, access to learning, sharing of experience, benefits of multicultural society, diversity, tolerance, promoting social integration, broadening of knowledge etc. Legislation, employment regulations and codes of practice: E.g. Equality Act 2010, workplace regulations, employment regulations and codes of practice, organisation policies and procedures; covering: deaf/ visual awareness, equality of opportunity, vocational and professional standards of access, staffing ratios, quality assurance procedures, physical environment and accessibility, staff training/ awareness raising, addressing specific support needs. How the promotion of equality and diversity can protect learners: Raising awareness, improving tolerance, removing discrimination, promotion of differences as positive, recognising when learners may be at risk, encouraging openness, reporting of issues etc. Actions that can be taken to value individual learners: Putting learners at ease, encouraging positive group working, recognising individual cultural or social values, valuing diversity etc. Page 66 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to promote equality and value diversity 4. Understand how to help others in the promotion of equality and valuing of diversity 5. Be able to review own contribution to promoting equality and valuing diversity in lifelong learning 2.3 Explain good practice in providing individual learners with information 3.1 Use communication strategies to promote equality and diversity 3.2 Analyse how own behaviour can impact on an organisation s culture in relation to equality and diversity 3.3 Explain how working with other agencies can promote diversity 4.1 Describe actions by individuals which can undermine equality and diversity 4.2 Recommend modifications to systems and structures which do not promote equality and diversity 5.1 Reflect on own strengths in promoting equality and valuing diversity 5.2 Evaluate the impact of own practice in promoting equality and valuing diversity Good practice in providing individual learners with information: Providing current/ relevant information, using appropriate language and format, addressing multilingual needs, awareness of cultural/ religious sensitivities, timing/ location of information and responding to identified needs. Use communication strategies to promote equality and diversity: Considering: mode, language, format, suitability for purpose, positive use of verbal/ nonverbal language and use of ICT (emails, texts and social media). Impact of own behaviour: Sharing good practice, setting an example, confronting issues such as bullying/ discrimination, empowering students, creating opportunities for celebrating diversity, creating an inclusive learning environment for all etc. How working with other agencies promotes diversity: By working with cultural/ community groups, involving specialised support agencies, facilitating learners' access to support agencies and raising awareness of support available from agencies. Actions which can undermine equality and diversity: E.g. bullying, harassment, discrimination, intimidation, disruptive behaviours, peer pressure, cultural/ religious intolerance, lowering of self-confidence, self image, expectations etc. Modifications to systems and structures: Including: reviewing and evaluating systems/ procedures, challenging those which do not promote E&D, seeking views of all stakeholders to agree improvements, valuing learners' opinions and reflecting on performance of other teams/ departments/ organisations to share good practice. Reflecting on own strengths: Self- assessment and evaluation, analysis of strengths/ weaknesses, seeking views of others, positive outcomes, reflecting on actions etc. Impact of own practice: Reflecting on actions/ inaction, decisions made, outcomes, examples of positive/ negative practice, problem - solving skills etc. Page 67 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

5.3 Identify areas for further personal development in promoting equality and valuing diversity Identifying areas for personal development: Including: SWOT analysis, identification of knowledge/ skills gaps, CPD, opportunities for development of own skills/ understanding, work shadowing, observations and sharing of good practice. Page 68 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 15 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to understand how to promote equality and value diversity. Learners will also understand how to work with others to do this and review the contribution of their own practice 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. 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. Page 69 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 16: Evaluating learning programmes - K/505/1091 Guided Learning Hours: Unit Level: Unit Credit: 15 4 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the principles and methods of evaluating learning programmes 1.1 Analyse the principles of evaluating learning Principles of evaluating learning: Achievement of outcomes, effectiveness, retention, learner motivation/ satisfaction, employability etc. 1.2 Explain how principles of evaluating learning can be applied to the evaluation of learning programmes How principles of evaluating learning can be applied: Planning to meet learners' needs, monitoring of progress/ success on programme, informing resource/ training/ staffing needs, reviews of organisational systems and IQA processes. 2. Be able to plan the evaluation of a learning programme 1.3 Analyse methods used for evaluating the effectiveness of learning programmes 1.4 Analyse methods of data collection and analysis used to evaluate learning programmes 2.1 Develop a framework for the evaluation of a learning programme Methods used for evaluating the effectiveness of learning programmes: Feedback, evaluation, discussions, reviews etc.; covering: validity, reliability of data, other factors and influences. Methods of data collection and analysis: Feedback, evaluation, discussions, reviews etc.; covering: validity, reliability of data, other factors and influences, timing within programme, format etc. Framework for evaluation: Including: integration within delivery, organisational policies and procedures, planning, timing, format; post evaluation: sharing of findings, action planning for improvement etc. 2.2 Devise objectives in order to achieve evaluation aims Evaluation aims: Covering: collecting qualitative/ quantitative data, resource levels and suitability, identifying areas for improvement, recognising good practice and responsiveness to learner feedback. 2.3 Select methods for evaluating the effectiveness of a learning programme 2.4 Select methods for collecting data to evaluate the effectiveness of a learning programme Selecting methods for evaluating effectiveness: Feedback, evaluation, discussion, reviews, questionnaires Selecting methods for collecting data: Feedback, evaluation, discussion, reviews, questionnaires, numerical analysis, interviews and sampling. Page 70 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to evaluate the effectiveness of a learning programme 3.1 Apply selected methods to evaluate the effectiveness of a learning programme 3.2 Apply selected methods to collect data to evaluate the effectiveness of a learning programme 3.3 Analyse data collected to evaluate the effectiveness of a learning programme 3.4 Apply relevant guidelines and legislation relevant to data collection and analysis Apply selected methods to evaluate effectiveness: E.g. reports (written/ verbal), presentations, tables, graphs, statistical analysis etc.; choosing methods to suit audience and purpose. Apply selected methods to collect data: Covering: feedback, evaluation, discussion, reviews, questionnaires, numerical analysis, interviews and sampling plans, yes no answers, scales of response etc. Analyse data collected to evaluate effectiveness: Reviewing data, applying factors which modify outcomes, drawing conclusions and making recommendations. Apply relevant guidelines and legislation: Including: organisational and national guidelines/ legislation, data protection, steps to ensure anonymity, copyright issues etc. 3.5 Present analysis of evaluation results Present analysis of evaluation results: Covering: choice of venue, timing, audience, format, support materials (PowerPoint, handouts etc.), format to suit material and audience. 3.6 Explain how analysis of evaluation results can be used to improve the effectiveness of a learning programme How analysis of evaluation results can be used to improve effectiveness: E.g. identification of positive/ negative practices, enabling action planning for improvement, openness, evidence for team/ department and organisational self-assessment, highlighting areas for modification of resources etc. Page 71 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 16 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to understand the principles of evaluating learning programmes and use evaluation methods and data to understand how these can be used to improve learning programmes. 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. 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. Page 72 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 17: Identify individual learning and development needs - K/502/9544 Guided Learning Hours: Unit Level: Unit Credit: 24 3 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the principles and practices of learning needs analysis for individuals 2. Be able to conduct learning needs analysis for individuals 1.1 Explain the principles and practices of learning needs analysis for individuals 1.2 Analyse the factors that influence individual learning needs, preferences and styles 1.3 Compare methods used to assess individual learning needs 2.1 Agree the purpose, aims and methodology of the learning needs analysis with individuals 2.2 Apply learning needs analysis methodology to assess the individual s current level of achievement and potential Learner needs analysis: Identification of current/ future needs, priorities, targets and goals; types of analysis: functional, job, task etc.; use of national occupational standards; occupational or professional requirements, continuous personal and professional development. Factors that influence individual learning needs, preferences and styles: Career plans, learning programme choices, prior achievements/ experiences, job roles, knowledge/ skills requirements, new technologies and work practices, changes to legislation, occupational and professional requirements, location, workload, accessibility, work patterns, individual needs, learning styles etc. Compare methods used to assess individual learning needs: Including: initial assessment, recognition of prior learning, skills matrix, assessment centres, appraisals, interview questions and answers, self-assessment and feedback from prior learning/employment. Agree the purpose, aims and methodology: Covering: intended outcomes, methods chosen to suit preferred learning styles, choice of learning programme/ level, career planning, employer requirements etc. Apply learning needs analysis methodology: Covering: prior achievements, skills audits, RPL, use of assessment packages/ materials (generic/ course specific), observations of practice, current achievement etc. Page 73 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to agree individual learning and development needs 2.3 Analyse learning needs and communicate to the learner Analyse learning needs and communicate: Covering: one-to-one verbal feedback, professional discussions, written feedback, feedback to employers, trainer/ tutor, strengths and areas for further development of knowledge and/ or skills, being non-judgemental, matching to agreed intended outcomes etc 3.1 Agree and prioritise individual learning and development needs 3.2 Advise individuals about learning and development options to meet: -learner priorities -learning preferences -learning styles Agree and prioritise individual learning and development needs: As identified by analysis; prioritising to meet agreed learning plans, career plans and personal goals; identifying how needs can be met (training, courses, training providers, distance learning, on-line, referral to other professionals etc.); setting targets for completion and devising training plans to share with other parties as necessary. Advise individuals about learning and development options: E.g. progression opportunities, choice of routes to achieve goals, suiting learning styles (on or off job training, self-directed learning, work shadowing, coaching etc.), ICT resources, mode of attendance, location, access, fees, availability of FE loans etc. Page 74 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 17 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to understand the principles and practices of learning needs analysis, to conduct learning needs analysis and agree individual learning and development needs. Assessment This unit assesses occupational competence. 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. 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. Page 75 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 18: Identify the learning needs of organisations - H/502/9543 Guided Learning Hours: Unit Level: Unit Credit: 30 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the principles and practices of learning needs analysis for organisations 2. Be able to conduct learning needs analysis for the organisation 1.1 Explain the principles and practice of learning needs analysis for organisations 1.2 Analyse the factors that can influence the identification of organisational learning needs 1.3 Explain why it is important to gain the support and commitment of relevant people 1.4 Review the methodologies required for a learning needs analysis 2.1 Confirm the purpose and aims of learning needs analysis with relevant people 2.2 Select the organisational learning needs analysis methodology Principles and practice of learning needs analysis for organisations: Identification of current/ future needs, priorities, targets and goals; types of analysis: functional, job, task etc.; use of national occupational standards; occupational or professional requirements, continuous personal and professional development. Factors that influence organisational needs, preferences and styles: E.g. business plans, learning programme availability, prior achievements/ experiences of staff, requirements of job roles, knowledge/ skills requirements, new technologies and work practices, changes to legislation, occupational and professional requirements, location, workloads, accessibility, work patterns etc. Importance of gaining the support and commitment of relevant people: Including: ownership, engagement, motivation, senior management support, integration into business planning and strategy. Review the methodologies required: Covering: agreeing intended outcomes, suitability of methods chosen to meet intended outcomes, choice of learning programme and level, staff planning, organisational requirements, methodologies available, strengths/ weaknesses, costs etc. Purpose and aims of learning needs analysis: Identifying and involving relevant people, requirements and intended outcomes and agreeing short/ long term aims. Select the organisational learning needs analysis methodology: Considering strengths/ weaknesses of available methods, identifying the most suitable methodology to meet organisational needs, cost implications etc. Page 76 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to agree organisational learning and development plans with relevant people 2.3 Apply the organisational learning needs analysis methodology Apply learning needs analysis methodology: Use the chosen methodology to carry out the analysis. 2.4 Analyse the learning needs of the organisation Analyse learning needs: Collate needs identified by analysis; prioritise to meet agreed learning plans, career plans and personal goals; identify how needs can be met (training, courses, training providers, distance learning, on-line, referral to other professionals etc.); set targets for completion and devise training plans to share with other parties as necessary. 2.5 Review methods of communicating findings from learning needs analysis to relevant people in organisations 3.1 Present recommendations for learning and development to relevant people Review methods of communicating findings: E.g. one-to-one verbal feedback, professional discussions, written feedback, feedback to managers/ the board; including: strengths/ areas for further development of knowledge and/ or skills, being non-judgemental and matching to agreed intended outcomes. Present recommendations for learning and development: E.g. learning options, progression opportunities, choice of routes to achieve goals and choosing suitable learning styles (on or off job training, self-directed learning, work shadowing, coaching etc.). 3.2 Review and revise priorities with relevant people Review and revise priorities with relevant people: Covering: progress on meeting previously agreed priorities, changes to requirements since priorities were set, setting new priorities and seeking views of relevant people. Page 77 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 18 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to understand the principles and practices of learning needs analysis for organisations so that they are able to conduct learning needs analysis for the organisation and agree organisational learning and development plans with relevant people. Assessment This unit assesses occupational competence. Evidence for learning outcomes 2-3 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these learning outcomes. 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. Page 78 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 19: Inclusive practice - L/503/5384 Guided Learning Hours: Unit Level: Unit Credit: 50 4 15 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand factors which influence learning 2. Understand the impact of policy and regulatory frameworks on inclusive practice 1.1 Review the impact of personal, social and cultural factors on learning 1.2 Review the impact of different cognitive, physical, and sensory abilities on learning 2.1 Summarise policy and regulatory frameworks relating to inclusive practice 2.2 Explain how policy and regulatory frameworks influence organisational policies relating to inclusive practice Review the impact of personal, social and cultural factors on learning: E.g. age, gender, previous experience of education, self-confidence, peer pressure, cultural/ religious factors, language, finances, additional learning needs, effects on learning of language, social or cultural barriers etc. Review the impact of different cognitive, physical, and sensory abilities on learning: E.g. analytical skills, aptitude, psychomotor development, specific learning disabilities, physical disabilities, manual dexterity and sensory awareness (visual/ hearing impairment, language and reading skills). Summarise policy and regulatory frameworks: Including: Success for All, Widening Participation, inspection frameworks, organisation policies and procedures, quality assurance procedures, Equality Act 2010, deaf awareness, visual awareness, professional and vocational standards, Criminal Record Bureau (CRB) procedures etc. Influence of policy and regulatory frameworks on policies: Covering: CRB procedures, staffing, roles/ responsibilities, continuing professional development opportunities, quality assurance policies, complaints procedures, marketing and promotional strategies, involving management etc. Page 79 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Understand roles and responsibilities relating to inclusive practice 4. Understand how to create and maintain an inclusive learning environment 2.3 Explain how policy and regulatory frameworks influence own inclusive practice 3.1 Summarise own role and responsibilities relating to inclusive practice 3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice 3.3 Identify points of referral available to meet individual learning needs 4.1 Review key features and benefits of an inclusive learning environment Influence of policy and regulatory frameworks on inclusive practice: Covering: procedures, roles and responsibilities, continuing professional development opportunities, quality assurance policies, complaints procedures, requirements within own practice, own roles and responsibilities, reviewing approaches, selecting learning and teaching materials, working with others to promote inclusive practice, sharing inclusive practice and providing an inclusive learning experience for all learners within the boundaries of policy and regulatory frameworks. Own role and responsibilities: Demonstrating inclusive practice, challenging behaviours which do not support inclusive practice, demonstrating learner inclusion, encouraging learners' responsibility for own actions, recognising the need for boundaries and recognising and acting to remove barriers. Relationship between own role and the roles of other professionals: Recognising the limitations of own role, seeking support/ guidance from other professionals when needed, liaising with other agencies to support learners and liaising with professionals to provide support for additional learning needs. Identify points of referral available: Covering: working within organisational policies, utilising support systems available, tutorials, specialist subjects, functional skills tutors, employer or work-based learning providers, counselling, external agencies where appropriate, referral at start of programme or later when needs are identified etc. Key features and benefits: Enhanced learning environment, increased levels of retention/ achievement, improved engagement, improved understanding of diversity through sharing experiences, promoting an allencompassing approach to learning and teaching, recognising different perspectives, creating a culture of respect, positive attitudes, tolerance and empowerment. 4.2 Analyse ways to promote equality and value diversity Ways to promote equality and value diversity: E.g. group discussion, opportunities for sharing experience, celebrating diversity, presentations, engaging learners, encouraging team working, interacting with the local community, demonstrating good practice, building into teaching practice etc. Page 80 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

5. Understand how to evaluate own inclusive practice 4.3 Analyse ways to promote inclusion Ways to promote inclusion: Within organisational policies and procedures; covering: demonstrating good practice, building into teaching practice, engaging with learners, challenging discrimination and bullying, encouraging team working, interacting with the local community, demonstrating good practice etc. 4.4 Review strategies for effective liaison between professionals involved in inclusive practice Effective liaison between professionals: Including: team working, team meetings, working groups, networking opportunities, updating/ sharing information, liaising with employers, support agencies and other professionals, working with community groups etc. 5.1 Review the effectiveness of own inclusive practice Effectiveness of own practice: E.g. feedback from learners/ colleagues, SWOT analysis, reviewing approaches, evaluating effectiveness, performance reviews, observations of practice etc. 5.2 Identify own strengths and areas for improvement in relation to inclusive practice 5.3 Plan opportunities to improve own skills in inclusive practice Identifying own strengths and areas for improvement: Including: outcomes of reviews of effectiveness, reflective practice, impact of poor practice, impact of training, further training needs, updating of knowledge and practice or increasing awareness. Opportunities to improve own skills: E.g. shadowing, observations, working alongside others to improve practice, exploiting opportunities for CPD, opportunities for training, awareness raising, conferences, awarding organisation training/ awareness raising events etc. Page 81 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 19 Guidance on Delivery and Assessment Delivery The aim of this unit is to develop learners understanding of inclusive practice. It includes factors influencing learning and legislation relating to inclusive practice. It also includes roles and responsibilities relating to inclusive practice, how to create and maintain an inclusive learning environment and evaluating own inclusive practice. Assessment This unit assesses occupational competence therefore evidence must come from performance in the work environment. Simulations, projects or assignments are not allowed. 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. Page 82 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 20: Internally assure the quality of assessment A/601/5321 Guided Learning Hours: Unit Level: Unit Credit: 45 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Contents: 1. Be able to plan the internal quality assurance of assessment 2. Be able to internally evaluate the quality of assessment 1.1 Plan monitoring activities according to the requirements of own role 1.2 Make arrangements for internal monitoring activities to assure quality 2.1 Carry out internal monitoring activities to quality requirements 2.2 Evaluate assessor expertise and competence in relation to the requirements of their role 2.3 Evaluate the planning and preparation of assessment processes Plan monitoring activities according to the requirements of own role including: Relevant individuals: assessors, tutors, teaching assistants, trainers, learners etc.; assessment sites; methods of assessment: observation, self-assessment, asking questions etc.; scope and frequency according to: units, formative/ summative assessment, intervening, sampling, standardisation etc. Arrangements for internal monitoring activities to assure quality: Involve relevant individuals: assessors, managers etc.; locations; scope: units, frequency, methods of assessment etc.; methods: interviews, meetings, standardising approaches, monitoring/ observing practice, shadowing, collecting feedback. Carry out internal monitoring activities to quality requirements: Scope of assessment: assessors, methods, learners, relevant unit etc.; methods: observations, interviews, shadowing, timings, comparing practice between assessors etc. Evaluate assessor expertise and competence in relation to the requirements of their role: Observation of regulatory requirements: company/ organisation, sector skills councils, Ofqual, awarding organisations; observing requirements including: equality, diversity, safeguarding learners, health and safety and relevant policies and procedures; consulting: achievement records, CVs, qualification certificates, continuing professional development. Evaluate the planning and preparation of assessment processes: Relevant individuals: assessors, tutors, teaching assistants, trainers, learners etc.; assessment sites; methods of assessment: observation, self-assessment, asking questions etc.; scope and frequency according to: units, formative/ summative assessment, intervening, sampling, standardisation etc. Page 83 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to internally maintain and improve the quality of assessment 2.4 Determine whether assessment methods are safe, fair, valid and reliable 2.5 Determine whether assessment decisions are made using the specified criteria 2.6 Compare assessor decisions to ensure they are consistent 3.1 Provide assessors with feedback, advice and support, including professional development opportunities, which help them to maintain and improve the quality of assessment 3.2 Apply procedures to standardise assessment practices and outcomes Assessment methods including: Knowledge-based assessment: assignments, journals, question papers, computerised/ written tests and discussions with learners; competence-based assessment: learner statements, witness, observation, work-place/ simulated tasks, observations and other evidence of competence. Determining safety, fairness, validity and reliability: Meeting the needs of individual learners, consistency, relating to specific criteria, assessing the correct areas (e.g. knowledge of topic versus quality of written answers), safeguarding etc. Factors to consider: Inadequate numbers of staff, time constraints, accuracy of learner/ witness statements, addressing RPL (recognition of prior learning), learners behaving differently under observation etc. Check assessment decisions are made using the specified criteria: Ensure evidence in understandable, readily available and legitimate; recognise the requirements of assessment plans, company/ organisation, awarding organisation and national standards as relevant. Compare assessor decisions to ensure consistency: Ensure assessment is consistent, objective, fair and accurate under scrutiny; monitor for standardisation of assessment by different assessors across units, learning outcomes and criteria; check assessment decisions, observe requirements of relevant sector skills councils, awarding organisations etc. Feedback, advice and support for assessors to maintain and improve quality of assessment: Ensure support is documented, constructive, standardised, addresses relevant needs, improves confidence, increases skills and is objective; types of support: referral to sources of advice/ further training, sector specific support, managers, colleagues etc.; methods: individual/ group meetings, in writing/ verbal, formal appraisals/ informal. Apply procedures to standardise assessment practices and outcomes: Observe requirements of national occupational standards, sector skills councils, awarding bodies, Ofqual, organisation etc. as relevant; shadowing colleagues, comparing progress, standardisation meetings and activities, seeking feedback, evaluations. Page 84 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Be able to manage information relevant to the internal quality assurance of assessment 5. Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment 4.1 Apply procedures for recording, storing and reporting information relating to internal quality assurance 4.2 Follow procedures to maintain confidentiality of internal quality assurance information 5.1 Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare 5.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance 5.3 Critically reflect on own practice in internally assuring the quality of assessment 5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment Procedures for recording, storing and reporting information: Methods of storage: written, audio, video, witness statements etc.; accessibility: who has authorised access, purpose of use, standardisation meetings, sharing through technology; recording information: log maintenance, tracking etc. Procedures maintaining confidentiality of information: Observe requirements of awarding bodies, regulatory bodies, policies and procedures of organisation and the Data Protection Act (1998); relevant to type of record: computerised, on paper, video etc.; ensuring access is by authorised individuals only, necessary and in confidence. Applying relevant policies, procedures and legislation: National occupational standards, sector skills councils, awarding bodies, regulatory bodies, the Institute for Learning, policies and procedures of organisation; recording application of: equality and diversity, health and safety, data protection, safeguarding, assessor competence checks, assessment verification, standardisation etc. Applying requirements for equality and diversity: Covering: physical disabilities, special educational needs, linguistic barriers, sensory impairments etc.; making adjustments as appropriate: altering approaches, locating additional resources, use of listening aids etc.; observing requirements: legislation, policies and procedures of organisation. Individually: identifying personal goals relevant to quality assurance, selfassessment, recognising shortcomings/ successes, thinking of positive changes and how to implement them. Seeking feedback: Including: peers, sector experts, managers, group review sessions, observations, appraisals, external verifiers; formal/ informal; comparing achieved outcomes to expected outcomes. Maintain expertise and competence: Keeping up-to-date: changes to regulations, policies and procedures; availability of new technologies and approaches; personal development: attending training courses, appreciating value of appraisals, planning goals and how to overcome problems, improving confidence and skill set, recognising and using other relevant opportunities for professional development. Page 85 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 20 Guidance on Delivery and Assessment Delivery This unit develops the learner s competence to internally assure the quality of assessment. They should be able to plan the internal quality assurance of assessment and internally evaluate the quality of assessment. The unit covers the ability to internally maintain and improve the quality of assessment, manage information relevant to the internal quality assurance of assessment and to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment. Assessment The aim of this unit is to assess the IQA candidate s performance in assuring the quality of assessment from within an organisation or assessment centre. All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA s performance. These must include: observation of performance examining products of work questioning. Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective accounts or witness testimony. Simulations are not allowed. 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. Evidence must come from the IQA candidate s performance in the work environment. There must be evidence of the IQA candidate monitoring a minimum of two assessors, each with a minimum of two candidates of their own, through components of a qualification. Further guidance can be found in Appendix A at the end of this document. Links This unit is linked to the National Occupational Standards for Learning and Development Standard 11: Internally monitor and maintain the quality of assessment. Page 86 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 21: Manage learning and development in groups - A/502/9550 Guided Learning Hours: Unit Level: Unit Credit: 30 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the principles and practices of managing learning and development in groups 2. Be able to manage group learning and development environments 1.1 Analyse the characteristics of group environments that foster learning and development 1.2 Evaluate strategies to manage group behaviour and dynamics 1.3 Evaluate management techniques which facilitate the delivery of learning and development in groups 1.4 Analyse ways to involve learners in the management of their own learning and development in groups 1.5 Analyse risks to be considered when managing learning and development in groups 1.6 Explain how to manage barriers to individual learning in groups 2.1 Facilitate communication, collaboration and learning between group members Characteristics of group environments: E.g. interaction with other learners, peer feedback and support, sharing prior learning and experiences, opportunities for group work, pooling of prior knowledge etc. Strategies to manage group behaviour and dynamics: Covering: advantages and limitations of methods in differing circumstances, differing group dynamics, utilising skills within the group, sharing ownership and responsibility etc. Evaluate management techniques: Covering: group size, availability of resources, dynamics of group, structure, utilising the strengths of the group, sharing ownership, use of small groups, task setting etc. Ways to involve learners in the management of their own learning: Covering: allocating tasks and responsibilities, roles within the group, promoting ownership, involvement in target setting, peer reviews and evaluations. Analyse risks to be considered: Covering: risk assessments, relevant legislation, identification of vulnerable individuals, managing group dynamics, expectations of behaviour, risks of injury, health and safety etc. Barriers to learning in groups: Types of barriers, identifying existing or possible barriers, methods for overcoming barriers and assessing the effectiveness of methods. Facilitating communication, collaboration and learning: Acceptable forms of communication, roles within the group, promoting ownership, involvement in target setting, peer reviews/ evaluations and recognising group dynamics. Page 87 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to apply methodologies to manage learning and development in groups 4. Be able to manage learning and development in groups to comply with legal and organisational requirements 2.2 Use motivational methods to engage the group and its individual members in the learning and development process 2.3 Consult with group members to adapt their learning and development environments to improve their learning outcomes 2.4 Manage the risks associated with group learning and development 3.1 Involve learners in agreeing group learning and development objectives 3.2 Adapt and implement delivery methods, activities and resources to meet the learning and development objectives of the group 3.3 Manage group learning strategies and delivery methods to reflect changing requirements 3.4 Provide individual advice to learners to assist their decision-making about future learning needs 4.1 Support learner s rights in relation to equality, diversity and inclusion Using motivational methods to engage the group: E.g. identifying what motivates individuals, avoiding tactics which reduce motivation, considering individual learning styles, using a variety of techniques etc. Adapting learning and development environments: Using discussions, tutorials and other methods to identify ways to improve the effectiveness of learning, individual/ group reviews and evaluations. Manage risks to group learning: Using risk assessments, identifying hazards/ levels of risk, legislation for safeguarding, establishing expected behaviour, code of conduct, health and safety requirements etc. Involving learners in agreeing group learning and development objectives: Covering: SMART objectives, learner aims, progression routes, formal and informal training, progression routes and opportunities, CPD, swot analysis etc. Implement learning and development methods, activities and resources: Covering: identifying learning objectives, the range of activities, suitableness of activities for learners, risk assessments, adapting methods, activities and resources to meet the needs of different groups, monitoring the effectiveness of changes etc. Manage group learning strategies and delivery methods: Including: monitoring the effectiveness of methods and strategies against changing requirements, arranging for good practice to be shared, having awareness of actual/ potential changes to requirements due to changes in legislation, the profile of learners, expectations and targets. Provide individual advice to learners: E.g. advice based on performance, expectations and learning aims, career plans; being non-judgemental and objective; identifying additional sources of advice (internal and external) etc. Supporting learner s rights: Within organisational and national policies and legislation; covering: promoting the rights of learners within the group, team and across organisation, promoting best practice, improving awareness etc. Page 88 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.2 Minimise risks to safety, health, wellbeing and security of learners 4.3 Manage confidentiality in relation to learners and the organisation 4.4 Maintain learning and development records in accordance with organisational procedures Minimise risks to safety, health, wellbeing and security of learners: By promoting safe working practices, conducting risk assessments, keeping aware of legislation/ internal policies and reviewing practices frequently to maintain all aspects of safety. Manage confidentiality in relation to learners and the organisation: Identifying what information can be shared and under what circumstances, ensuring all work practice operates within these guidelines and that all staff are aware, providing training where needed and ensuring learners are aware. Maintain learning and development records: Identifying records which need to be kept, security issues, the length of time records need to be kept, ensuring systems are in place to accurately compile/ store records and providing staff training where needed to ensure organisational policies are operated properly. Page 89 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 21 Guidance on Delivery and Assessment Delivery This unit develops the learner s understanding of the principles and practices of managing learning and development in groups to enable them to manage group learning and development environments, to apply methodologies to manage learning and development which comply with legal and organisational requirements. Assessment This unit assesses occupational competence. Evidence for the learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed. 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. Page 90 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 22: Preparing for the coaching role - J/505/0188 Guided Learning Hours: Unit Level: Unit Credit: 15 4 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand own role and responsibilities in relation to coaching 1.1 Analyse the skills and qualities required for a specific coaching role 1.2 Explain how own values, behaviours, attitudes and emotional awareness can impact on the coaching role 1.3 Explain why it is important to establish ground rules for engagement and boundaries in a coaching relationship 1.4 Explain the importance of acting according to ethical and professional standards in a coaching relationship 1.5 Analyse ways of building a relationship with a client in a coaching role Skills and qualities required for a specific coaching role: E.g. effective communication skills (listening, questioning and constructively challenging), holding to account, acknowledging a variety of perspectives, providing encouragement/ support, placing trust in others, remaining client-focused and non-judgemental, speaking clearly, summarising key points, empathising, showing awareness of the individual's needs and issues, being able to deal with a range of needs, possessing knowledge of the rules/ standards for coaching role, negotiation, awareness of own limitations etc. How own values, behaviours, attitudes and emotional awareness can impact on coaching role: E.g. danger of projection of own values, attitudes and behaviours; need to remain detached/ neutral, focus on needs of learner not influenced by own attitude and use positive experiences to inform role. Importance of ground rules: Covering: the need to establish ground rules in accordance with codes of conduct and parameters of the working relationship; using organisational policies and procedures to inform rules and agree what is acceptable. Importance of acting according to ethical and professional standards: To protect of self and learner, stay within agreed rules/ code of conduct, avoid misunderstandings/ complaints, maintain confidentiality, identify potential/ actual conflicts of interest and establish/ maintain trust. Ways of building a relationship with a client: Mutually agreeing times/ venues for meetings, ensuring a comfortable relaxing environment and privacy, allowing time for unhurried discussion, using appropriate language and body language and ensuring the learner's needs are met. Page 91 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Understand the use of coaching in a specific context 3. Understand how to identify client goals and outcomes 2.1 Analyse the benefits of coaching in a specific context Benefits of coaching in a specific context: E.g. one to one support, opportunities for discussion, expansion of subject knowledge, learning tailored to individual needs etc. 2.2 Analyse the impact of coaching on individual learning and development 2.3 Explain legal and organisational requirements in a specific context relating to: data protection; privacy; confidentiality; and safeguarding and disclosure 2.4 Identify sources of support to deal with issues which are outside of own expertise or authority 2.5 Explain what constitutes a safe and comfortable environment for a coaching session 3.1 Analyse ways of identifying and agreeing outcomes and goals with clients Impact of coaching on individual learning and development: Individualised support for learning and development, increased confidence, weaknesses addressed, areas of poor understanding addressed and developed. Legal and organisational requirements: All activities including record keeping must meet requirements of data protection, privacy, confidentiality, safeguarding and disclosure; clear guidelines and code of practice set at outset and adhered to for protection of learner and coach and no actions which compromise the learner or coach should be taken. Sources of support to deal with issues outside of own expertise: E.g. colleagues, other teams within organisation, counselling services, careers advisors, specialist support teams, outside agencies etc. What constitutes a safe and comfortable environment: Can vary for different individuals; discuss and negotiate with learner to agree suitable environments, meet differing needs for privacy/ confidentiality etc. Ways of identifying and agreeing outcomes and goals: Drafting outcomes and goals together, inputting from both parties and engaging in discussion/ negotiations. 3.2 Explain the role of a coaching agreement Role of a coaching agreement: Ensuring coach and learner are clear on what has been agreed/ expectations, agreeing boundaries, preventing misunderstandings etc. 3.3 Explain the importance of agreeing with the client records of interaction and progress towards agreed objectives and goals 3.4 Analyse client responsibility and autonomy for making changes Importance of agreeing with the client records of interaction and progress: Covering: records of meetings/ summary of content, evidence of target setting, progress in meeting short/ long term targets, reviews and evaluation including self assessment by learner etc. Client responsibility and autonomy for making changes: Ensuring that the learner's needs continue to be met, responsibility of learner to identify changes to needs and requirements etc. Page 92 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 22 Guidance on Delivery and Assessment Delivery The aim of this unit is to prepare the learner for the coaching role by analysing the role of the coach and the use of coaching in a specific context. 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 National Occupational Standards for Coaching and Mentoring. Page 93 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 23: Preparing for the mentoring role - L/505/0189 Guided Learning Hours: Unit Level: Unit Credit: 15 4 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand own role and responsibilities in relation to mentoring 1.1 Analyse the skills and qualities required for a specific mentoring role 1.2 Explain how own values, behaviours, attitudes and emotional awareness can impact on the mentoring role 1.3 Explain why it is important to establish ground rules for engagement and boundaries in a mentoring relationship 1.4 Explain the importance of acting according to ethical and professional standards in a mentoring relationship 1.5 Analyse ways of building a relationship with a client in a mentoring role Skills and qualities required for a specific mentoring role: E.g. awareness of issues, understanding of the need for different approaches to suit individual learners, active listening skills, empathy, empowerment, sensitivity, being non-judgemental, ability to create a suitable environment, supporting learners to identify needs, able to give guidance and support within own limitations, knowing when to refer to others etc. How own values, behaviours, attitudes and emotional awareness can impact the mentoring role: E.g. danger of projection of own values, attitudes and behaviours; need to remain detached/ neutral, focus on needs of learner not influenced by own attitudes and use positive experiences to inform role. Importance of ground rules: Covering: the need to establish ground rules in accordance with codes of conduct and parameters of the working relationship; using organisational policies and procedures to inform rules and agree what is acceptable. Importance of acting according to ethical and professional standards: To protect of self and learner, stay within agreed rules/ code of conduct, avoid misunderstandings/ complaints, maintain confidentiality, identify potential/ actual conflicts of interest and establish/ maintain trust. Ways of building a relationship with a client: Mutually agreeing times/ venues for meetings, ensuring a comfortable relaxing environment and privacy, allowing time for unhurried discussion, using appropriate language and body language and ensuring the learner's needs are met. Page 94 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Understand the use of mentoring in a specific context 3. Understand how to identify client goals and outcomes 2.1 Analyse the benefits of mentoring in a specific context Benefits of mentoring: E.g. one to one support, opportunities for discussion, identifying individual needs, negotiating with individuals, role as 'critical friend', non-judgemental support, empathy, listening, offering alternative ways forward etc. 2.2 Analyse the impact of mentoring on individual learning and development 2.3 Explain legal and organisational requirements in a specific context relating to: data protection; privacy; confidentiality; and safeguarding and disclosure 2.4 Identify sources of support to deal with issues which are outside of own expertise or authority 2.5 Explain what constitutes a safe and comfortable environment for a mentoring session 3.1 Analyse ways of identifying and agreeing outcomes and goals with clients Impact of mentoring on individual learning and development: E.g. increased confidence, support to assess needs and identify necessary actions, empowerment, increased confidence, enabling learners to feel in control and raising awareness of options available. Legal and organisational requirements: All activities must meet requirements of data protection, privacy, confidentiality, safeguarding and disclosure; clear guidelines and code of practice set at outset and adhered to for protection of learner and mentor, no actions which compromise learner or mentor, meeting equality and diversity requirements, professional standards etc. Sources of support to deal with issues outside of own expertise: E.g. colleagues, team members, other teams within organisation, counselling services, careers advisors, specialist support teams, outside agencies etc. What constitutes a safe and comfortable environment: Can vary for different individuals; discuss and negotiate with learner to agree suitable environments, meet differing needs for privacy/ confidentiality etc. Ways of identifying and agreeing outcomes and goals: Drafting outcomes and goals together, inputting from both parties, discussion/ negotiation etc. 3.2 Explain the role of a mentoring agreement Role of a mentoring agreement: Ensuring mentor and learner are clear on what has been agreed/ expectations, agreeing boundaries and preventing misunderstandings. 3.3 Explain the importance of agreeing with the client records of interaction and progress towards agreed objectives and goals Importance of agreeing with the client records of interaction and progress: Covering: records of meetings/ summary of content, evidence of target setting, progress in meeting short/ long term targets, reviews and evaluation including self assessment by learner, setting new objectives and targets etc. Page 95 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3.4 Analyse client responsibility and autonomy for making changes Client responsibility and autonomy for making changes: Ensuring that the learner's needs continue to be met, responsibility of learner to identify changes to needs and requirements etc. Page 96 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 23 Guidance on Delivery and Assessment Delivery The aim of this unit is to prepare the learner for the mentoring role by analysing the role of the mentor and the use of mentoring in a specific context. 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 National Occupational Standards for Coaching and Mentoring. Page 97 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 24: Understanding and managing behaviours in a learning environment - Y/505/1099 Guided Learning Hours: Unit Level: Unit Credit: 20 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand potential factors leading to behaviours that disrupt a learning environment 2. Understand organisational policies relating to managing behaviours in a learning environment 3. Be able to promote behaviours that contribute to a purposeful learning environment 1.1 Describe behaviours that can occur in a learning environment 1.2 Explain potential factors leading to behaviours that can disrupt a learning environment 2.1 Explain key aspects of legislation relating to managing behaviours in a learning environment 2.2 Explain key aspects of an organisation s policies relating to managing behaviours in a learning environment 3.1 Analyse ways of encouraging behaviours that contribute to a purposeful learning environment 3.2 Use strategies for encouraging behaviours that contribute to a purposeful learning environment Behaviours that can occur in a learning environment: Positive: engaged, attentive, motivated to learn, respectful etc.; negative: uncooperative, disruptive, unruly, mot motivated to learn etc. Potential factors leading to disruptive behaviours: E.g. individual needs not being met, additional learning needs not being addressed, poor parental discipline, lowered expectations, problems in home environment etc. Key aspects of legislation relating to managing behaviours: Covering: equality and diversity, health and safety, safeguarding, Rights of the Child 1990, Human Rights Legislation 2000 etc. Key aspects of an organisation s policies relating to managing behaviours: E.g. organisation's policies on discipline, inclusion and exclusion, attendance, roles of team members and managers, structures supported by management etc. Ways of encouraging positive behaviours: Covering: positive environments, reinforcing and rewarding positive behaviours, building sense of ownership, individual responsibility, enforcing clear rules consistently etc. Strategies for encouraging positive behaviours: Applying organisation policies on behaviour, committed management, challenging negative behaviours, promoting punctuality and discipline and reinforcing positive behaviours. Page 98 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Be able to manage behaviours that disrupt a purposeful learning environment 5. Be able to evaluate own practice in managing behaviours in a learning environment 4.1 Analyse ways of managing behaviours that disrupt a purposeful learning environment 4.2 Use strategies for managing behaviours that disrupt a purposeful learning environment 5.1 Evaluate the effectiveness of own practice in relation to promoting and managing behaviours in a learning environment 5.2 Identify own strengths and areas for improvement in relation to promoting and managing behaviours in a learning environment Ways of managing disruptive behaviours: Applying organisation's policies and procedures, taking necessary actions on inclusion and exclusion, involving parents and/or employers and enforcing rules on discipline, punctuality and attendance. Strategies for managing disruptive behaviours: Applying organisation policies on behaviour, committed management, challenging negative behaviours, promoting punctuality and discipline and reinforcing positive behaviours. Evaluate the effectiveness of own practice: Covering: outcomes of practice in managing behaviours, changes to behaviours resulting from actions, improvements that have occurred, strategies which have been effective etc. Identify own strengths and areas for improvement: Including: strategies which have been effective, strengths displayed, what has/ has not worked, self evaluation, skills gaps and how they can be addressed. Page 99 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 24 Guidance on Delivery and Assessment Delivery The unit aims to enable learners to manage behaviours in a learning environment. It includes understanding the characteristics and impact of behaviours in the learning environment, related legislation, and organisational policies. It also includes promoting behaviours that contribute to a purposeful learning environment, managing disruptive behaviours, and evaluating own practice in managing behaviours in a learning environment. 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. Simulation is not permitted. 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. Page 100 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 25: Understanding the principles and practices of externally assuring the quality of assessment F/601/5322 Guided Learning Hours: Unit Level: Unit Credit: 45 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Contents: 1. Understand the context and principles of external quality assurance 1.1 Analyse the functions of external quality assurance of assessment in learning and development 1.2 Evaluate the key concepts and principles of external quality assurance of assessment 1.3 Evaluate the roles of practitioners involved in the quality assurance process Monitoring standards: Standardisation across assessors, learning criteria and qualifications; internal verification process: accurate, wide-ranging, targeted and objective; internal verification documentation: complete, understandable and accessible as authorised. Observing regulatory requirements: Of specific organisation, awarding organisations, sector skills councils, national occupational standards, Ofqual and any further legal requirements. Providing feedback: Scope: constructive, timely, objective, up-to-date; covering: latest changes to requirements as relevant, modifications to assessment methods/ criteria and further recommendations/ opportunities for improvement for centre. Concepts and principles of external quality assurance of assessment: Completion of: units, qualifications, tests etc.; requirements: of awarding organisations, assessment strategies, regulatory requirements and policies and procedures of organisation; quality assurance; methods of assessment; standardisation in all areas; evidence used: reliable, wideranging, written reports, witness statements, computerised; frequency: annually, per term, routine, random; recognition of prior learning; opportunities for professional development. Roles of practitioners involved in the quality assurance process: Including: assessors, mentors, tutors, quality assurance personnel (internal/ external quality assurance teams, individual verifiers and managers), employers, awarding organisations, sector skills councils and regulators. Roles: monitoring, applying judgement, reviewing, evaluating, offering advice, recording/ reporting decisions, communicating decisions. Page 101 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Understand how to plan the external quality assurance of assessment 1.4 Explain the regulations and requirements for external and internal quality assurance in own area of practice 2.1 Evaluate the importance of planning and preparing external quality assurance activities 2.2 Explain what an external quality assurance plan should contain Regulations and requirements for external and internal quality assurance in area of practice: Organisations: Department for Education, sector skills councils, Ofqual, Ofsted, awarding organisations, centres, company/ organisation; covering: standardisation, verification processes, assessment strategies, continuous professional development etc.; observing: quality assurance guidelines, proper maintenance/ storage of records, health and safety, equal opportunities, the NVQ Code of Practice and Additional Requirements for Qualifications using the title NVQ within the QCF Importance of planning and preparing external quality assurance activities: Including: verifiers, learners, trainers, teachers, assessors, tutors and employers; evidence: tracking documentation, observations, written/ audio, computerised etc. covering: qualifications, modules, units, written assignments, coursework and examinations; frequency: annually, per term, routine, random, on-going etc.; ensuring: completion of criteria/ units of assessment; feedback: when/ how to deliver criticism/ advice; having backup plans for quality assurance activities; technology and resources available. An external quality assurance plan should contain: Roles of: internal/ external verifiers, tutors, assessors, learners etc.; addressing: contents, assessment criteria, learning outcomes, units, modules, unit groups and qualifications; scope: locations, timescales, dates, sampling and candidate groups; assessment: observations, witness statements, standardisation etc., suitable to circumstances; observation of: regulatory requirements, policies and procedures, completion of documentation; feedback: training opportunities/ requirements, communicating decisions reached, sharing good practice and action plans. Page 102 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Understand how to externally evaluate the quality of assessment and internal quality assurance 2.3 Summarise the preparations that need to be made for external quality assurance activities, including: information collection communications administrative arrangements resources 2.4 Explain how to adapt external monitoring and evaluation approaches to meet customer need without compromising quality standards 3.1 Explain the procedures for externally monitoring and evaluating internal quality assurance arrangements and practices Information collection: Allocating who will collect, record and analyse information collected; staff: experience levels, qualifications, sector specific expertise and occupational competence; learner numbers; qualifications to be covered; methods of learning and delivery; legal requirements, policies and procedures. Communications: Groups/ individuals to be contacted prior to activities, methods of communication, ensuring agenda covered adequately, negotiating/ adjusting plan reasonably as required. Administrative arrangements: Opportunities for continuous professional development; locations, timescales, itineraries, individuals involved; who will record results and methods used. Resources: Assessors records, plans and documentation; internal quality assurance records, verification plans and sampling; organisational and legal documentation as relevant; forms, templates and technology for recording external quality assurance activities. Adapting to meet customer needs without compromising quality standards: Meeting/ contacting assessors, verifiers and relevant staff to ascertain needs beforehand; include: visit schedules, agendas, sampling, risk levels, monitoring methods, internal needs, effective forms of evaluation and feedback, recognising opportunities for sharing good practice and improvements. Ensuring any adapted approaches abide by quality standards. Procedures for externally monitoring and evaluating internal quality assurance arrangements and practices: Adhering to standards; recording decisions reached; scope: per term, each assessment/ unit, routine, random, on-going, interim and final; covering: team meetings/ discussions, direct observations, sampling, written reports, witness statements etc. including: verifiers, learners, trainers, teachers, assessors, tutors and employers. Page 103 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Understand how to externally maintain and improve the quality of assessment 3.2 Interpret the requirements for externally monitoring and evaluating internal assessment arrangements and practices 3.3 Evaluate different techniques for externally sampling evidence of assessment, including those that use technology 4.1 Critically compare the types of feedback, support and advice that internal assessment and quality assurance staff may need to maintain and improve the quality of assessment 4.2 Evaluate standardisation requirements relevant to the external quality assurance of assessment Requirements for externally monitoring and evaluating internal assessment arrangements and practices: Requirements of: assessment strategies, Department for Education, sector skills councils, Ofqual, Ofsted, awarding organisations, centres, company/ organisation concerned; covering: standardisation, verification processes, assessment strategies/ paperwork, quality assurance strategies, sampling, maintaining records, continuous professional development etc.; observing: quality assurance guidelines, health and safety, data protection, equal opportunities, the NVQ Code of Practice and Additional Requirements for Qualifications using the title NVQ within the QCF Techniques for externally sampling evidence of assessment: Random sampling, theme-based sampling, vertical sampling and horizontal sampling; including: candidate interviews/ statements, liaising with verifiers and assessors to scrutinise their records, directly observing practice of assessment, consulting witnesses, written portfolios; technology: computerised portfolios, sampling remotely, internet-based tests. Feedback, support and advice internal assessment and quality assurance staff may need: Types: formal/ informal, individual/ group, verbal, online, written reports, evaluations and reviews; from: peers, sector experts, managers, trainers, mentors, awarding organisations etc.; delivery: constructive, empathetic, patient and wide-ranging; coverage: relevant to specific criteria and requirements, recognition of achievements, sharing good practice, opportunities for professional development, clarifying areas/ methods for improvement, criticism/ sanctions as required. Regulatory requirements, policies and procedures: Sector skills councils, awarding organisations, Ofqual, relevant centre, employer, national occupational standards. Relating to: Assessments methods/ records for assessment criteria, learning outcomes and units; objectivity, consistency, safety and accuracy; learner knowledge and competence; continuous professional development, shadowing, feedback procedures etc. Page 104 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

5. Understand how to manage information relevant to external quality assurance 6. Understand the legal and good practice requirements relating to external quality assurance 4.3 Explain the importance of providing feedback, support and advice to internal assessment and quality assurance staff that is consistent with standardisation requirements 4.4 Explain the relevant procedures to follow when there are disputes concerning quality assurance and assessment 5.1 Evaluate the requirements for information management, data protection and confidentiality in relation to external quality assurance 6.1 Evaluate legal issues, policies and procedures that are relevant to external quality assurance, including those for health, safety and welfare Importance of providing feedback, support and advice to internal assessment and quality assurance staff: Relating to specific areas: measurable/ recorded, linked to standards, addressing certain criteria, modules etc.; delivery: constructive, supportive, objective, accurate, fair, negotiable and two-way; up-to-date: adapting recommendations to new circumstances, opportunities for professional development, awarding body changes, alterations to regulations, latest initiatives and new ideas for carrying out assessments/ best practice. Procedures to follow for disputes concerning quality assurance and assessment: Requirements of: sector skills councils, awarding organisations, Ofqual, Ofsted, relevant centre, employer, national occupational standards; covering: documents/ process available to leaners, assessors and staff; appeals (making, receiving and recording), confidentiality, countering discrimination, maintaining audit trail, allowing for ease of investigations. Information: Objective/ factual record of activities, covering all relevant assessment methods, additional information (personal development plans, feedback, comments etc.) completed, understandable, format of information (written, computerised, audio), recorded in accordance with policies and procedures as relevant. Protected and confidential: Recognising potential security risks, identifying individuals with authorised access, controlling access (safeguards, electronic passwords and inviting relevant individuals etc.), observing all legal requirements, policies and procedures relating to data protection and information management. Legal issues, policies and procedures relevant to external quality assurance: Requirements of: sector skills councils, awarding organisations, Ofqual, Ofsted, relevant centre, employer, Institute for Learning etc. covering: data protection, health and safety (risk assessments, first aid, emergencies, accident/ incident logs, safeguards applied to assessment activities), equality and diversity (adhering to latest legislation, equality of opportunities/ access, standardisation, appeals procedures, specific needs as required) and continuous professional development and expertise. Page 105 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

6.2 Critically compare different ways in which technology can contribute to external quality assurance 6.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the external quality assurance of assessment 6.4 Explain the value of reflective practice and continuing professional development in relation to external quality assurance Compare ways technology can contribute to external quality assurance: Including: bespoke software, online tests, distance learning courses, e- portfolios, video/ audio records, internet; considering: storage, online safeguarding, ease/ security of access, accuracy of information, training as necessary, opportunities for continuous professional development online. Requirements for equality and diversity in relation to the external quality assurance of assessment: Including: Equality Act 2010, Human Rights Act 1998 (Amendment), Code of Practice on the duty to promote race equality 2002, Disability Equality Scheme, Single Equality Scheme 2009, policies and procedures of the organisation; addressing as relevant: bilingualism, sensory impairment, physical disability, potential forms of discrimination etc.; ensuring: fairness, consistency, availability of additional resources; adapting external quality assurance plans appropriately. Value of reflective practice and continuing professional development in relation to external quality assurance: Feedback: from individuals (colleagues, managers, external verifiers, sector experts and learners), observations, appraisals and performance reviews; professional development: recognise weaknesses/ knowledge gaps, seek opportunities for professional development, sector specific research, appreciate limits/ constraints to development; goal setting: ensure relevance to external quality assurance, adhere to regulations, policies and procedures, apply technology, be realistic, adjust plans accordingly, monitor and evaluate progress accordingly. Page 106 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 25 Guidance on Delivery and Assessment Delivery The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the external quality assurance of assessment. Assessment All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one assessment criterion. Further guidance can be found in Appendix A at the end of this document. Links This unit is linked to the National Occupational Standards for Learning and Development Standard 12: Externally monitor and maintain the quality of assessment. Page 107 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 26: Understanding the principles and practices of internally assuring the quality of assessment T/601/5320 Guided Learning Hours: Unit Level: Unit Credit: 45 4 6 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Contents: 1. Understand the context and principles of internal quality assurance 1.1 Explain the functions of internal quality assurance in learning and development 1.2 Explain the key concepts and principles of the internal quality assurance of assessment 1.3 Explain the roles of practitioners involved in the internal and external quality assurance process Functions of internal quality assurance in learning and development: Monitoring and recording the quality of assessment and training, identifying the standards which must be followed, confirming that assessors observe relevant assessment strategies with consistency and accuracy, upholding reputation of qualifications, maintaining quality control, managing risk, guaranteeing accuracy, being aware and up-todate with development opportunities, identifying additional learner needs, maintaining evidence of performance. Key concepts and principles of the internal quality assurance of assessment: Planning: sampling strategies, identifying assessment requirements, methods and time scale for; monitoring: candidate induction, learner needs, feedback, ensuring consistent and reliable assessment, supporting assessors, recognition of prior learning etc. Roles of practitioners involved in the internal and external quality assurance process: Practitioners: assessors, trainers, internal quality assurance, external quality assurance, witnesses (including experts); responsibilities: ensuring qualification integrity, observation of relevant occupational standards, responsibilities to the individuals/ organisations concerned. Page 108 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2. Understand how to plan the internal quality assurance of assessment 3. Understand techniques and criteria for monitoring the quality of assessment internally 1.4 Explain the regulations and requirements for internal quality assurance in own area of practice 2.1 Evaluate the importance of planning and preparing internal quality assurance activities 2.2 Explain what an internal quality assurance plan should contain 2.3 Summarise the preparations that need to be made for internal quality assurance, including: information collection communications administrative arrangements resources 3.1 Evaluate different techniques for sampling evidence of assessment, including use of technology The regulations and requirements for internal quality assurance in own area of practice: Additional requirements for Qualifications that use the title NVQ within the QCF (September 2009), Ofqual, Institute for Learning, QCF Regulatory Framework; relevant Sector Skills Councils, Sector Skills Bodies, Awarding Organisations, other companies/ organisations; further requirements: health and safety, data protection, safeguarding learners, maintaining records of and assessment decisions, informing learners as appropriate etc. Planning and preparing internal quality assurance activities: Scope: types of actions to take, timing; guaranteeing: accuracy, consistency and integrity; awareness of potential negative consequences in the absence of planning and preparation. Internal quality assurance plan: Sampling: Assessors, records, sites, methods, evidence and candidates (groups/ individuals). Methodology and timescale: When interventions will occur, clarifying and observing policies and procedures of the organisation, producing records, individuals to be involved, providing support to colleagues, summative/ interim sampling of assessment decisions. Preparations that need to be made for internal quality assurance: Availability of necessary information, identifying which individuals need to be involved, understanding relevant policies and procedures, assembling resources needed for making records, ensuring staff availability, associated costs and additional practical arrangements as required to ensure plans are implemented. Different techniques for sampling evidence of assessment: Theme-based sampling, vertical sampling (identical elements from different assessors/ sites), horizontal sampling (a particular feature of all units over the course of time); candidate interviews/ statements, liaising with assessors and scrutinising their records, directly observing practice of assessment, consulting witnesses. Factors: Numbers of learners, numbers of sites, availability /format of evidence, whether information is stored electronically, quality of assessors (experience, qualifications); regulatory/ awarding body requirements, relevant assessment strategies, organisation policies and procedures. Page 109 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4. Understand how to internally maintain and improve the quality of assessment 5. Understand how to manage information relevant to the internal quality assurance of assessment 3.2 Explain the appropriate criteria to use for judging the quality of the assessment process 4.1 Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment 4.2 Explain standardisation requirements in relation to assessment 4.3 Explain relevant procedures regarding disputes about the quality of assessment 5.1 Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment Appropriate criteria to use for judging the quality of the assessment process: Assessment decisions: objective, consistent and relate to relevant assessment criteria and learning outcomes; evidence/ records: valid, up-to-date and comprehensive; assessors ensure: equality, inclusion, safeguarding, health and safety and relevant learner needs are addressed; ensuring assessors apply: suitable assessment methods according to situation, assessment strategies, regulatory requirements, awarding body requirements and any relevant policies and procedures; compare methods/ conclusions different assessors reach for the same assessment criteria. Types of feedback, support and advice for assessors to maintain and improve quality of assessment: Targeted at assessors, relates to their learning needs, factual, constructive, relevant to assessment strategies and policies and procedures, understandable, refers to specific examples/ areas to improve, encourages discussion with other assessors, focuses on on-going and permanent improvement not temporary expedients, identifies useful resources/ training opportunities for assessors and avoids targeting learners. Standardisation requirements in relation to assessment: Accuracy, consistency, objectivity; observes: regulatory, awarding body and centre requirements, policies and procedures of organisation and any further regulations as appropriate; frequency: according to number of assessment events, monthly, quarterly etc. Relevant procedures regarding disputes about quality of assessment including: Appeals procedures (awarding organisation, centre), regulatory requirements, policies and procedures of the relevant organisations. Requirements for information management, data protection and confidentiality in relation to internal quality assurance of assessment: Maintaining complete, accurate and relevant records; ensuring records are stored safely and securely and recognising risks/ benefits according to the situation; ensuring centres record the appropriate information; identifying confidential information and which individuals are authorised to access it in accordance with confidentiality rules. Page 110 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

6. Understand the legal and good practice requirements for the internal quality assurance of assessment 6.1 Evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare 6.2 Evaluate different ways in which technology can contribute to the internal quality assurance of assessment 6.3 Explain the value of reflective practice and continuing professional development in relation to internal quality assurance 6.4 Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment Legal issues, policies and procedures relevant to the internal quality assurance of assessment: Relating to awarding organisation, company and regulatory body; covering: secure storage/ restricted access to records, health and safety, equality and diversity, confidentiality, data protection, safeguarding learners. How technology can contribute to internal quality assurance of assessment: Audio/ visual recording of evidence, saved email correspondence between assessors and learners, online tests, electronic portfolios, readily accessible and user-friendly computerised records. The value of reflective practice and continuing professional development in relation to internal quality assurance: Utilising experience: in sector, working with other assessors, quality assurance personnel and learners; keeping up-to-date with relevant National Occupational Guidelines, regulatory, awarding body and organisational requirements; continuous training in the use of relevant technology, sharing effective working practices and adhering to current standards; maintaining knowledge of assessment standards as they develop; using reflection to recognise where knowledge could be improved and identifying methods/ opportunities to do this. Requirements for equality, diversity and bilingualism in relation to internal quality assurance of assessment: Recognise scope of diversity including: linguistic, gender, ethnicity, religion, sexual orientation, gender etc.; relevant requirements: identify them, appreciate their impact upon quality assurance, how to implement them; observing: Equality Act 2010, Human Rights Act 1998 (Amendment) Order 2004, Code of Practice on the duty to promote race equality 2002, Disability Equality Scheme. Page 111 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 26 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of the principles and practices for internally assuring the quality of assessment. They should understand the context, principles and how to plan the internal quality assurance of assessment. It covers the techniques and criteria for monitoring the quality of assessment internally and how to maintain and improve upon it. The learner should understand how to manage relevant information and the legal and good practice requirements for the internal quality assurance of assessment. Assessment The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the internal quality assurance of assessment. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Further guidance can be found in Appendix A at the end of this document. Links This unit is linked to the National Occupational Standards for Learning and Development Standard 11: Internally monitor and maintain the quality of assessment. Page 112 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 27: Analysing English language for literacy and language teaching - J/503/4850 Guided Learning Hours Unit Level Unit Credit 30 3 3 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Understand the relationship between forms of language and meaning 2. Understand structural features of language 1.1 Analyse key aspects of meaning of words Key aspects of meaning of words: How to talk about language - using meta language of English. Choosing and using appropriate vocabulary to convey meaning and enhance the delivery and accessibility of language. 1.2 Analyse the relationship between grammatical form and meaning The relationship between grammatical form and meaning: Identifying the relationship between grammatical form and meaning and recognising the differences between spoken and written language (semantics). 2.1 Analyse key features of word formation Analysing key features of word formation: Understanding the structure of words and how they can be created/changed using suffixes and prefixes. 2.2 Categorise words according to their classes Categorising words according to their classes: Categorising classes of words and parts of speech and how they are organised or sequenced in relationship to each other e.g. noun, adjective, adverb, pronoun, preposition, conjunctive, determiner and exclamation. 2.3 Categorise verbs according to their forms Categorising verbs according to their forms: Categorising verb forms and tenses and active/passive voice. 2.4 Analyse phonological aspects of language including phonemes and stress patterns Analysing phonological aspects of language: Analysing the sound system of English - phonology, phonemes, the role of factors such as stress, inflection and intonation in conveying message. Demonstrating an awareness of cross cultural perspectives on language. Page 113 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 27 Guidance on delivery and assessment Delivery This unit develops the learner s knowledge of analysing English language for literacy and language teaching. The 15 guided learning hours can be delivered by: Face to face tutorials and lectures Tutor guided study Blended learning Assessment This unit is about knowledge and skills and based on the learner s ability to analyse the English language. Assessment is through centre devised assignments/ tasks which cover all of the assessment criteria. The evidence can be: Essay Report Question and answer written test This unit could also provide opportunities for holistic assessment if the tasks are combined with other units. Assignment suggestion An assignment that will require the learner to undertake an audit of their own knowledge and understanding of the relationship between: Forms of language (Assessment Criterion 1.2) Meaning of language (Assessment Criterion 1.1) Structural features of language (Assessment Criteria 2.1, 2.2, 2.3, 2.4) Learners will undertake desk research with tutor support to up skill their knowledge and understanding of the forms, structure and use of language. Learners will undertake a centre devised in-class test to confirm their knowledge and understanding. Links This unit is based on the: Overarching professional standards for teaching, tutors and trainers in the lifelong learning sector (2007) National occupational standards for Learning and Development (2010) Page 114 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 28: Reading skills for literacy and language teaching - R/503/4852 Guided Learning Hours: Unit Level: Unit Credit: 30 3 3 Unit description: This unit will provide learners with the knowledge and skills to read and respond to written texts Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Be able to read written texts 1.1 Select written texts for specific purposes 1.2 Use reading skills for specific purposes 2. Be able to respond to written texts 2.1 Utilise results of own reading for specific purpose Selecting written texts for specific purposes: Pre-viewing: Reviewing, judging and selecting appropriate titles, section headings, indexes and photo captions to get a sense of the structure and content of a range of types of texts and text layouts (both paper based and on- screen) to meet readers needs and purpose. Predicting: Using knowledge of the subject matter to make predictions on the relevance, quality, accuracy, content and fitness for purpose of reading texts. Using pre-reading strategies to stimulate prior learning e.g. brainstorming, group discussion, concept or mind mapping, advance organisers. Using reading skills for specific purposes: Using a variety of reading strategies for effective reading including: skimming, scanning, annotation, detailed and critical reading to identify purpose of text; how meaning is conveyed and to capture key details. 1.3 Evaluate linguistic devices in texts Evaluating linguistic devices in texts to understand perspective: Identifying whether texts (including culturally specific texts) are providing information, offering fact/ opinion/ bias/ instruction and/or whether they are focused on inferring, influencing or persuading through clues in the language; the role of vocabulary, grammar and punctuation to clarify meaning and illustrate the grammatical structure of sentences; the role of typographical and graphological features to make material more accessible and to illustrate the main points of a text. 2.2 Produce coherent records of own interpretations of texts Utilising results of own reading for specific purpose: Using SQ3R reading strategy (survey, question, read, recite and review) to respond actively and appropriately to material from different sources. Using techniques and producing coherent records of own interpretations of texts: Using note taking to inform a future task, graphic organisation, concept mapping, altering a proposal or strategy for an activity based on information in sources/ texts etc. Page 115 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 28 Guidance on delivery and assessment Delivery This unit develops the learner s knowledge of reading skills for literacy and language teaching. The 15 guided learning hours can be delivered by: Face to face tutorials and lectures Tutor guided study Blended learning Assessment This unit is about knowledge and skills and is based on the learner s reading skills. Assessment is through centre devised assessments/tasks which cover all of the assessment criteria. The evidence can be: Essay Report This unit could also provide opportunities for holistic assessment if the tasks are combined with other units. Assignment suggestion An assignment that will require the learners to research a topic relevant to their teaching/professional role e.g.: o The introduction of the new EBacc o The Equality Act 2010 o The Wolf Report o The Lingfield Report Learners must: Use at least three different types of source material (Assessment Criterion 1.1) Keep a research diary with details of the sources they have used, identifying which they found most useful and why (assessment criteria 1.2, 1.3, 2.1, 2.2) Include a rationale explaining the reasons for their choice of topic in a research diary (Assessment Criterion 1.1) Links This unit is based on the: Overarching professional standards for teachers, tutors and trainers in the lifelong learning sector (2007) National occupational standards for teaching and development (2010) Page 116 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 29: Speaking and listening skills for literacy and language teaching - D/503/4854 Guided Learning Hours: Unit Level: Unit Credit: 30 3 3 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Be able to present information 1.1 Select linguistic strategies and techniques to enable cohesion in own expression of information 2. Be able to listen and respond to nonverbal and verbal information Selecting strategies and techniques to present information: Identifying factors which determine choice of language, register and tone in oral presentations and other verbal communication activities (group or 1:1 discussions) e.g. purpose, roles/relationships of speaker and audience, formality, context and situation. Selecting and using a range of appropriate techniques to make a clear, engaging, fluent and effective presentation in a logical sequence (with supported opinions and evidenced arguments) to meet the needs and expectations of different audiences and contexts. 1.2 Express information clearly and coherently Expressing information clearly and coherently: Understanding the conventions of oral presentations including the impact of informal language, slang, idioms and fillers. Identifying the importance of/ and using appropriate and effective communication skills and how to reflect on them in order to improve accuracy and fluency. 2.1 Identify types of non-verbal communication Identifying, using and responding to types of non-verbal communication: Recognising, using and responding to non-verbal communication and 2.2 Use and respond to non-verbal communication to indicate engagement and interest body language (e.g. facial expressions, gestures, eye contact, tone of voice, pace etc.) in the communication process in order to enhance audience engagement and interest. 2.3 Listen critically to verbal information Listening critically and responding to verbal information: Identifying key features of effective communication and recognising common challenges 2.4 Indicate understanding of verbal information to the processing of oral information. Using active, sustained, critical listening skills to understand and follow relevant information from presentations on a range of topics. Recognising the importance of inference, background knowledge and context for interpretation and full understanding of speakers intentions. Page 117 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

2.5 Identify speakers intentions Identifying speaker intentions: Identifying the purpose of a presentation e.g. persuasive, informative. 2.6 Respond to verbal information according to its nature and content Responding to verbal information: Responding to presentations by giving appropriate and constructive feedback to speakers to indicate full understanding of verbal information and by asking questions to obtain more detail to enhance/ reinforce understanding. Page 118 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 29 Guidance on delivery and assessment Delivery This unit develops the learner s knowledge and understanding of speaking and listening skills for literacy and language teaching. The 15 guided learning hours can be delivered by: Face to face tutorials and lecturers Tutor guided study Blended learning Assessment This unit is about knowledge and skills and is based on the learner s ability to present, listen and respond to information. Assessment is through centre devised assignments/tasks which cover all of the assessment criteria. Evidence must be through a presentation and a discussion and/or written feedback. This unit could also provide opportunities for holistic assessment if the tasks are combined with other units. Assignment suggestion An assignment that will require learners to: 1. Plan, prepare and deliver a presentation to a group of peers on one of the following aspects of communication: (Assessment Criterion 1.1) o Non-verbal communication and body language o The communication process o Barriers to effective communication o Critical listening skills and their role in effective communication o The conventions of oral presentations o ESOL (English for Speakers of Other Languages) o The differences between written and spoken English o The origins of the English language and how it has developed and evolved o... or a topic related to Communications/English agreed with the tutor 2. As Presenter: (Assessment Criterion 1.2) You should actively listen and respond to both verbal and written feedback from your audience, writing a short account about receiving and giving feedback. 3. As Audience: (2.1, 2.2, 2.3,2.4, 2.5, 2.6) You should give both written and verbal feedback to the presenter. Your feedback should address: Page 119 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

What were the speaker s intentions, topic, aims and objectives were these achieved? What were the key points delivered? What NVC/body language was observed and how did this engage/interest you? What would make the delivery of the presentation even better? Links This unit is based on the: Overarching professional standards for teachers, tutors and trainers in the lifelong learning sector (2007) National occupation standards for teaching and development (2010) Page 120 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 30: Writing skills for literacy and language teaching - K/503/4856 Guided Learning Hours: Unit Level: Unit Credit: 30 3 3 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Be able to prepare written texts 1.1 Plan written texts according to the intended audience, purpose and situation 1.2 Draft written texts using techniques at: Text level Sentence level Word level Planning written texts according to the intended audience, purpose and situation: Including: identifying the importance of thinking, prewriting and summarising in the writing process to meet the needs of the intended audience and to identify the purpose and context of the text and information to be conveyed; planning the writing process including drafting, editing and revising. Drafting written texts using a range of techniques: Using a range of techniques for drafting writing including focused free writing, brainstorming, listening and outlines, using technology to support the drafting process etc. 2. Be able to produce written texts 2.1 Write fluently, coherently and cohesively Writing fluently, coherently and cohesively: Structuring extended written documents to create a logical sequence communicating and presenting information, ideas and opinions clearly, concisely, logically, effectively and persuasively; presenting information using an appropriate format using a range of writing styles for different purposes. 2.2 Write accurately and legibly using conventions of lexis and syntax including grammar, spelling and punctuation according to purpose 2.3 Edit and proof read written texts at text level, sentence level and word level Write accurately and legibly using conventions of grammar, spelling and punctuation: Adhering to the conventions of written language in terms of spelling, punctuation and grammar so that the written document is fit for purpose, easily understood, follows accepted conventions and is engaging to the audience. Editing and proofreading: Reviewing, revising and editing for accuracy and meaning to ensure written work is fit for purpose and audience. Page 121 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 30 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of preparing and producing written texts for literacy and language teaching. The 15 guided learning hours can be delivered by: Face to face tutorials and lectures Tutor guided study Blended learning Assessment This unit is about knowledge and skills and is based on the learner s ability to prepare and produce written texts. Assessment is through centre devised tasks which cover all of the assessment criteria. The evidence can be: Essay Report Paper Information sheet This unit could also provide opportunities for holistic assessment if the tasks are combined with other units. To achieve this unit, learners must undertake a centre devised writing exercise that will be of sufficient length to evidence assessment criteria 2.1, 2.2, 2.3. It is expected that the writing task will be at least 1500 words and it is recommended that the task be completed under tutor supervision. Assignment suggestion An assignment that will require learners to: 1. Choose a topic that relates to their teaching e.g. a new product development or a technological advance. 2. Prepare an information sheet on their chosen topic suitable for a group of learners/trainees. Provide a handwritten first draft which has been edited and also a final word processed version, with an account of how this work was planned, structured, sequenced and edited. The grammar, syntax and punctuation must meet the needs of the audience. This document must be analytical, not just descriptive, and be spellchecked and proofread carefully. (assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3) 3. Plan and write a paper on the same topic that could be used to inform a group of colleagues. The planning for the paper could include a mind map, spider diagram or written notes. The planning can be handwritten or word processed. (assessment criteria 1.1, 1.2) The final copy of the paper must evidence assessment criteria 2.1, 2.2, 2.3 and can be handwritten or typed. The paper must be analytical, not just descriptive, and be spellchecked Page 122 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

and proofread carefully. The grammar, syntax and punctuation must meet the needs of the audience. Links This unit is based on the: Overarching professional teachers, tutors and trainers in the lifelong learning sector (2007) National Occupation Standards for Learning and Development (2010) Page 123 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 31: Using mathematics: academic subjects - T/503/4861 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Be able to interpret mathematical situations in academic subjects 2. Be able to process mathematical problems in academic subjects 1.1 Explain the role of models in representing mathematical situations 1.2 Analyse situations to interrogate for mathematical information and problems in academic subjects 1.3 Select mathematical methods, operations and tools to extract mathematical information from problem based contexts in academic subjects 2.1 Analyse mathematical procedures for efficiency and effectiveness 2.2 Examine linear and non-linear mathematical patterns in academic subjects 2.3 Change values and assumptions when investigating mathematical situations in academic subjects The role of models: Using simplifications and assumptions to make sense of a situation, changing inputs and predicting the effect. Interrogate for mathematical information and problems: Covering: algebraic and descriptive techniques, difference between functions, equations and expressions; identifying the skills needed to solve a problem; expectation of possible multiple solutions, checking of the reasonableness of an answer. Mathematical methods: Mental methods, formal and informal written methods, calculators etc. Operations and tools: Four rules of number with positive and negative numbers, appropriate methods and calculations, multiples, factors and prime factor decomposition; checking of the reasonableness of an answer, estimation etc. Mathematical procedures: Four rules of number with integers, fractions, decimals and percentages; Commutative, Associative and Distributive Laws. Linear and non-linear patterns: Difference between linear and non-linear, functions, equations; trial and improvement; explaining patterns etc. Change values and assumptions: Using variables, making assumptions, justify decisions, multiple solutions etc. Page 124 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to analyse mathematical findings from academic subjects 4. Be able to use mathematical communication in academic subjects 2.4 Use extended logic and multi-step structured processes to find mathematical solutions in academic subjects 3.1 Analyse the effect of accuracy on the reliability of mathematical findings in academic subjects 3.2 Interrogate mathematical conclusions for errors or misconceptions Multi-step structured processes: Problems involving a number of steps needing different mathematical skills and techniques including: scale factors to produce a two dimensional representation of a three dimensional shape and to calculate distances and measurements; percentage increase and decrease using a multiplier; simple percentage amounts and an equivalent fraction; simple and compound interest amounts; speed, distance and time calculations using formulae; rearranging formulae; travel graphs, real-life graphs; two and three part ratio; fraction and a percentage of an amount; area and perimeters of simple and compound shapes including rectangles; triangles and circles by using formulae; estimate areas and perimeters of both regular and irregular shapes. The effect of accuracy: Effects of: rounding on accuracy, appropriate levels of accuracy, upper and lower bounds, difference between significant figures and decimal places, place value, standard form to show both large and small numbers. Interrogate conclusions for errors: Estimation, reverse calculations, reasonableness etc. 3.3 Interpret findings to draw conclusions in academic subjects Interpret findings to draw conclusions: Including: calculating the mean, median and mode from data sets and from frequency tables for discrete and grouped data, outliers, effect of unusual data, describing theoretical and experimental probability with both words and numbers, calculating and showing the probability of combined events, mutually exclusive, exhaustive and complementary events, conditional probability, unitary method to calculate best value, convert measurements within the metric system and between imperial and metric, know the rough equivalent values for conversion. 4.1 Select mathematical language for debate in academic subjects 4.2 Select mathematical communication techniques to suit audience Mathematical language: Using numbers to show results along with correct mathematical vocabulary. Communication techniques: Producing solutions in forms that can be understood; including: algebraic functions and equations, descriptive narrative, graphs, charts etc. Page 125 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.3 Present mathematical processing and analysis Mathematical processing and analysis: Clear well-structured solutions showing individual steps, annotations and proof of the best solution. 4.4 Describe findings using mathematical communication skills in academic subjects Mathematical communication skills: E.g. Data Handling Cycle, hypotheses, bar, line, column, pie charts, scatter diagrams, histograms, cumulative frequency curves, frequency polygons, box plots, stem and leaf diagrams, two way tables etc. Page 126 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 31: Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of using academic subjects in mathematics. The 30 guided learning hours can be delivered by: face-to-face tutorials tutor guided study blended learning Assessment This unit is about knowledge and skills and is based on the learner s ability to interpret mathematical situations, process problems, analyse mathematical findings and use mathematical communication in academic subjects. It will be assessed by: 1. A single IQ externally set and internally marked assessment to be taken under examination conditions which evidences the assessment criteria 1.2, 1.3, 2.1, 2.4, 3.1, and 3.2 for all units. Learners must achieve at least 70% of the total marks to pass the assessment. The external assessment will be internally marked using the IQ mark scheme, internally verified and quality assured by IQ. Re-take assessment papers are available from IQ for candidates who do not achieve the pass mark. 2. Centre devised assignment/tasks which evidence assessment criteria 1.1, 2.2, 2.3, 3.3 4.1, 4.2, 4.3 and 4.4 for each of the chosen units. The assignment/tasks should ensure that the learner demonstrates their application of the unit outcomes in a suitable context and develops their knowledge and understanding of an aspect of academic subjects in which they are interested. Assignment suggestion An assignment that would require the learner to: take an accepted hypothesis e. g. GCSE grade inflation (1.1) research the available evidence (2.2) use models to analyse the evidence (1.1, 2.3, 3.3) present the findings (4.1, 4.2, 4.3, 4.4) The assignment could be presented as a written report or a presentation. This unit could also provide opportunities for holistic assessment if the tasks are combined with another option unit. Links This unit is based on the: Overarching professional standards for teaching, tutors in the lifelong learning sector (2007) National occupational standards for Learning and Development (2010) Page 127 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 32: Using mathematics: personal and public life - A/503/4859 Guided Learning Hours: Unit Level: Unit Credit: 30 3 6 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to interpret mathematical situations in personal and public life 2. Be able to process mathematical problems in personal and public life 1.1 Explain the role of models in representing mathematical situations 1.2 Analyse situations to interrogate for mathematical information and problems in personal and public life 1.3 Select mathematical methods, operations and tools to extract mathematical information from problem based contexts in personal and public life 2.1 Analyse mathematical procedures for efficiency and effectiveness 2.2 Examine linear and non-linear mathematical patterns in personal and public life 2.3 Change values and assumptions when investigating mathematical situations in personal and public life Models: Real life situations can be modelled using mathematical techniques, making simplifications and assumptions where necessary. Interrogate for mathematical information: E.g. algebraic and descriptive techniques, difference between functions, equations and expressions, identifying the skills needed to solve a problem, possible multiple solutions, check the reasonableness of an answer. Mathematical methods: Mental methods, formal and informal written methods and calculators. Operations and tools: Four rules of number with positive and negative numbers, appropriate methods and calculations, multiples, factors and prime factor decomposition, checking of reasonableness of answer, estimation, using timetable etc. Efficiency: Four rules of number with integers, fractions, decimals and percentages; Commutative, Associative and Distributive Laws. Linear and non-linear: Difference between linear and non-linear, functions, equations, trial and improvement and explaining patterns. Change values and assumptions: Using variables, making assumptions, justifying decisions, multiple solutions etc. Page 128 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to analyse mathematical findings from personal and public life 4. Be able to use mathematical communication in personal and public life 2.4 Use extended logic and multi-step structured processes to find mathematical solutions in personal and life 3.1 Analyse the effect of accuracy on the reliability of mathematical findings in personal and public life 3.2 Interrogate mathematical conclusions for errors or misconceptions Multi-step structured processes: Problems involving a number of steps needing different mathematical skills and techniques including: scale factors to produce a two dimensional representation of a three dimensional shape and to calculate distances and measurements, percentage increase/ decrease using a multiplier, simple percentage amounts and an equivalent fraction, simple and compound interest amounts, speed, distance and time calculations using formulae, rearranging formulae, travel graphs, real-life graphs, two and three part ratios, fraction and a percentage of an amount, area and perimeters of simple and compound shapes including rectangles, triangles and circles by using formulae, estimate areas and perimeters of both regular and irregular shapes, direct and inverse proportion. Accuracy: Effects of rounding on accuracy, appropriate levels of accuracy, upper and lower bounds, difference between significant figures and decimal places, place value, standard form to show both large and small numbers etc. Errors: E.g. estimation, reverse calculations and reasonableness. 3.3 Interpret findings to draw conclusions Interpret findings: Calculating the mean, median and mode from data sets and from frequency tables for discrete and grouped data, outliers, effect of unusual data, describing theoretical and experimental probability with both words and numbers, calculating and showing the probability of combined events, mutually exclusive, exhaustive and complementary events, conditional probability, unitary method to calculate best value, convert measurements within the metric system and between imperial and metric, know the rough equivalent values for conversion. 4.1 Select mathematical language for debate in personal and public life 4.2 Select mathematical communication techniques to suit audience Mathematical Language: Using numbers to show results along with correct mathematical vocabulary. Communication techniques: Producing solution in form that can be understood, including algebraic functions and equations, descriptive narrative, graphs, charts etc. 4.3 Present mathematical processing and analysis Mathematical processing: Clear well-structured solutions showing individual steps, annotations and proof of the best solution. Page 129 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.4 Describe findings using mathematical communication skills personal and public life Mathematical communication skills: E.g. Data Handling Cycle, hypotheses, selecting data to ensure an appropriate sample is used without bias, bar, line, column, pie charts, scatter diagrams, histograms, cumulative frequency curves, frequency polygons, box plots, stem and leaf diagrams, two way tables etc. Page 130 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 32 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of using mathematics in personal and public life. The 30 guided learning hours can be delivered by: face-to face-tutorials tutor guided study blended learning. Assessment This unit is about knowledge and skills and is based on the learner s ability to interpret mathematical situations, process problems, analyse mathematical findings and use mathematical communication in their personal and public life. It will be assessed by: 1. A single IQ externally set and internally marked assessment to be taken under examination conditions which evidences the assessment criteria 1.2, 1.3, 2.1, 2.4, 3.1, and 3.2 for all units. Learners must achieve at least 70% of the total marks to pass the assessment. The external assessment will be internally marked using the IQ mark scheme, internally verified and quality assured by IQ. Re-take assessment papers are available from IQ for candidates who do not achieve the pass mark. 2. Centre devised assignment/tasks which evidence assessment criteria 1.1, 2.2, 2.3, 3.3 4.1, 4.2, 4.3 and 4.4 for each of the chosen units. The assignment/tasks should ensure that the learner demonstrates their application of the unit outcomes in a suitable context and develops their knowledge and understanding of an aspect of personal and public life in which they are interested. Assignment suggestion An assignment that would require the learner to: identify an aspect of their personal and public life in which they would like to undertake research e.g. the cost of a mortgage (1.1) research and model the available options (2.2, 2.3) decide which is the most appropriate offer for the learner (3.3) present the findings (4.1,4.2,4.3,4.4) The assignment could be presented as a written report or a presentation. This unit could also provide opportunities for holistic assessment if the tasks are combined with another option unit. Links This unit is based on the: Overarching professional standards for teachers, tutors and trainers in the lifelong learning sector (2007) National occupational standards for teaching and development (2010) Page 131 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 33: Using mathematics: Professional and Vocational Contexts F/503/4863 Guided Learning Hours Unit Level Unit Credit 30 3 6 Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Content: 1. Be able to interpret mathematical situations in professional and vocational contexts 2. Be able to process mathematical problems in professional and vocational contexts 1.1 Explain the role of models in representing mathematical situations 1.2 Analyse situations to interrogate for mathematical information and problems in professional and vocational contexts 1.3 Select mathematical methods, operations and tools to extract mathematical information from problem based contexts in professional and vocational contexts 2.1 Analyse mathematical procedures for efficiency and effectiveness 2.2 Examine linear and non-linear mathematical patterns in professional and vocational contexts 2.3 Change values and assumptions when investigating mathematical situations in professional and vocational contexts Models: Real life situations can be modelled using mathematical techniques, making simplifications and assumptions where necessary. Interrogate for mathematical information: Algebraic and descriptive techniques, difference between functions, equations and expressions, identifying the skills needed to solve a problem, possible multiple solutions, checking the reasonableness of an answer etc. Mathematical methods: E.g. mental methods, formal and informal written methods and calculators. Operations and tools: Four rules of number with positive and negative numbers, appropriate methods and calculations, multiples, factors and prime factor decomposition, checking of reasonableness of answer, estimation etc. Efficiency: Four rules of number with integers, fractions, decimals and percentages; Commutative, Associative and Distributive Laws. Linear and non-linear: Difference between linear and non-linear, functions, equations, trial and improvement, explaining patterns etc. Change values and assumptions: Using variables, making assumptions, justifying decisions, multiple solutions etc. Page 132 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

3. Be able to analyse mathematical findings from professional and vocational contexts 4. Be able to use mathematical communication in professional and vocational contexts 2.4 Use extended logic and multi-step structured processes to find mathematical solutions in professional and vocational contexts 3.1 Analyse the effect of accuracy on the reliability of mathematical findings in professional and vocational contexts 3.2 Interrogate mathematical conclusions for errors or misconceptions 3.3 Interpret findings to draw conclusions in professional and vocational contexts 4.1 Select mathematical language for debate in professional and vocational contexts 4.2 Select mathematical communication techniques to suit audience Multi-step structured processes: Problems involving a number of steps needing different mathematical skills and techniques including: scale factors to produce a two dimensional representation of a three dimensional shape and to calculate distances and measurements, percentage increase and decrease using a multiplier, simple percentage amounts and an equivalent fraction, simple and compound interest amounts, speed, distance and time calculations using formulae, rearranging formulae, travel graphs, real-life graphs, two and three part ratios, fraction and a percentage of an amount, area and perimeters of simple and compound shapes including rectangles, triangles and circles by using formulae, estimate areas and perimeters of both regular and irregular shapes, direct and inverse proportion. Accuracy: Covering: effects of rounding on accuracy, appropriate levels of accuracy, upper/ lower bounds, difference between significant figures and decimal places, place value, standard form to show both large and small numbers etc. Errors: E.g. estimation, reverse calculations and reasonableness. Interpret findings: Calculating the mean, median and mode from data sets and from frequency tables for discrete and grouped data, outliers, effect of unusual data, describing theoretical and experimental probability with both words and numbers, calculating and showing the probability of combined events, mutually exclusive, exhaustive and complementary events, conditional probability, unitary method to calculate best value, converting measurements within the metric system and between imperial and metric, knowing the rough equivalent values for conversion etc. Mathematical Language: Using numbers to show results along with correct mathematical vocabulary. Communication techniques: Producing solutions in forms that can be understood; including: algebraic functions and equations, descriptive narrative, graphs, charts etc. 4.3 Present mathematical processing and analysis Mathematical processing: Clear well-structured solutions showing individual steps, annotations and proof of the best solution. Page 133 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

4.4 Describe findings using mathematical communication skills in professional and vocational contexts Mathematical communication skills: E.g. Data Handling Cycle, hypotheses, select data to ensure an appropriate sample is used without bias, bar, line, column, pie charts, scatter diagrams, histograms, cumulative frequency curves, frequency polygons, box plots, stem and leaf diagrams, two way tables etc. Page 134 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Unit 33 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of using mathematics in professional and vocational contexts. The 30 guided learning hours can be delivered by: face-to face-tutorials tutor guided study blended learning. Assessment This unit is about knowledge and skills and is based on the learner s ability to interpret mathematical situations, process problems, analyse mathematical findings and use mathematical communication in professional and vocational contexts. It will be assessed by: 1. A single IQ externally set and internally marked assessment to be taken under examination conditions which evidences the assessment criteria 1.2, 1.3, 2.1, 2.4, 3.1, and 3.2 for all units. Learners must achieve at least 70% of the total marks to pass the assessment. The external assessment will be internally marked using the IQ mark scheme, internally verified and quality assured by IQ. Re-take assessment papers are available from IQ for candidates who do not achieve the pass mark. 2. Centre devised assignment/tasks which evidence assessment criteria 1.1, 2.2, 2.3, 3.3 4.1, 4.2, 4.3 and 4.4 for each of the chosen units. The assignment/tasks should ensure that the learner demonstrates their application of the unit outcomes in a suitable context and develops their knowledge and understanding of an aspect of professional and vocational subjects in which they are interested. Assignment suggestion An assignment that would require the learner to: identify a topic of mathematics that students find challenging (1.1) research methods of teaching the topic (2.2) conduct action research with their own students (2.3) decide the most appropriate approach (3.3) present the findings.(4.1, 4.2, 4.3, 4.4) The assignment could be presented as a written report or a presentation. This unit could also provide opportunities for holistic assessment if the tasks are combined with another option unit. Links This unit is based on the: Overarching professional standards for teachers, tutors and trainers in the lifelong learning sector (2007) National occupational standards for teaching and development (2010) Page 135 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Appendix A Assessment and quality assurance strategy for Learning and Development units 1 Quality assurance A centre offering these qualifications must provide internal quality assurance to ensure that 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. 2 Requirements for assessors All those who assess these qualifications must: already hold the qualification they are assessing (or a recognised equivalent) and 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 one of the following qualifications or their recognised equivalent: Level 3 Award in Assessing Competence in the Work Environment (QCF); or Level 3 Certificate in Assessing Vocational Achievement (QCF); or A1 Assess candidate performance using a range of methods; or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; and show current evidence of continuing professional development in assessment and quality assurance. 3 Requirements for internal quality assurance All those who are involved with the quality assurance of 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: Level 3 Award in Assessing Competence in the Work Environment (QCF); or Level 3 Certificate in Assessing Vocational Achievement (QCF); or A1 Assess candidate performance using a range of methods; or 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: Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or V1 Conduct internal quality assurance of the assessment process; or D34 Internally verify the assessment process; and show current evidence of continuing professional development in assessment and quality assurance. Page 136 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Appendix B Summary of practice, including observed and assessed practice, requirements for the mandatory units Unit Mandatory units Understanding roles, responsibilities and relationships in education and training Level 3 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 Practice requirement Observation and assessment of practice requirement Notes on requirements No No This will allow trainee teachers to start on programmes and achieve a unit without a practical teaching element. No No Although there is no requirement for practice for this unit, it may be possible to use evidence from assessed observations towards meeting some of the learning outcomes for this unit. Yes Yes The minimum number of practice hours for this unit is not specified. However, it is not possible to achieve this unit without completing some hours of practice. To be eligible for the award of credit for any one of the three units where practice is required, a trainee teacher must be able to provide evidence of a minimum of one observation of practice that has met the required standard of practice. Yes Yes The minimum number of practice hours for this unit is not specified. However, it is not possible to achieve this unit without completing some hours of practice. To be eligible for the award of credit for any one of the three units where practice is required, a trainee teacher must be able to provide evidence of a minimum of one observation of practice that has met the required standard of practice. Yes Yes The minimum number of practice hours for this unit is not specified. However, it is not possible to achieve this unit without completing some hours of practice. To be eligible for the award of credit for any one of the three units where practice is required, a trainee teacher must be able to provide evidence of a minimum of one observation of practice that has met the required standard of practice. Page 137 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Appendix C Qualification Guidance Assessed observations of practice within the IQ Level 4 Certificate in Education and Training 1. Introduction 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. LSIS recommends that at least one hour of observed and assessed practice in observations linked to the mandatory units should demonstrate grade 2 characteristics. Any assessed observations of practice demonstrating the characteristics of inadequate practice (grade 4) must not be included in the total number of assessed observations of practice required for the individual qualification 1.1 Purpose of this document This document provides guidance to enable providers to make a judgement about whether a trainee teacher has met the required standard in the assessed observations of practice 2. General guidance on assessed observations of practice 2.1 Ofsted criteria and grading characteristics that can be used for assessed observations of practice The Initial Teacher Education (ITE) inspection handbook (Ofsted, 2012) states that, for outcomes for trainee teachers to be judged as at a good level, their teaching should be predominantly good, with examples of outstanding teaching. When making judgements about trainee teachers practice, inspectors often use as, a point of reference, the criteria and grading characteristics for judging the quality of teaching, learning and assessment identified in the Handbook for the inspection of further education and skills (Ofsted, 2012). The criteria identify key elements of teaching, learning and assessment against which inspectors make judgements. The grading characteristics identify key features of practice at different standards in relation to the criteria. Criteria In judging the quality of teaching, learning and assessment, inspectors 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; Page 138 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

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; 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 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 welldeveloped skills and expertise to assess learners prior skills, knowledge and understanding accurately, to plan Page 139 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

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 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. 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. Page 140 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

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. 2.2 Standard of practice required of trainee teachers in assessed observations Assessed observations of practice should be appropriately spaced throughout the whole programme and take into account a trainee teacher s progress. Trainee teachers will therefore be observed at different stages in their development during the programme. In the early stages of their development, some trainee teachers may not yet demonstrate the characteristics of good practice (grade 2) 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. IQ requires that all trainee teachers should be required to achieve a good standard of teaching by the end of their programme. Any assessed observations of practice demonstrating the characteristics of inadequate practice (grade 4) must not be included in the total number of assessed observations of practice required for any individual qualification. 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 monitor trainee teachers progress towards meeting developmental points and achieving a good standard of practice (grade 2) by the end of their programme. Page 141 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW

Resources Training Resources Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment. IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification. Resources and Useful websites Health and Safety Executive Equalities and Human Rights Commissions Health and Safety Executive for Northern Ireland Ofqual Register of Regulated Qualifications Department for Education Equality and Diversity Forum Institute for Learning Assessment tools Brainboxx teaching resources Initial Assessment Tools Learning Styles National Institute of Adult Continuing Education www.hse.gov.uk http://www.equalityhumanrights.com http://www.hseni.gov.uk http://www.ofqual.gov.uk http://www.register.ofqual.gov.uk http://www.education.gov.uk/ www.edf.org.uk www.ifl.ac.uk http://archive.excellencegateway.org.uk/page.aspx?o=toolslibrary www.brainboxx.co.uk www.toolslibrary.co.uk http://archive.excellencegateway.org.uk/page.aspx?o=152477 www.niace.org.uk National Research and Development Centre for Adult Literacy and Numeracy www.nrdc.org.uk Page 142 of 142 IQB/0.2/212 Version 1.0 13/01/2014 Author AW