BTEC Specialist qualifications mixed assessment
Pearson
BTEC Level 4 Certificate
in Education and Training (QCF)
and
Pearson
BTEC Level 5 Diploma
in Education and Training (QCF)
First teaching January 2014
Issue 2
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at , btec.co.uk or .uk. Alternatively, you can get in touch with us using the details on our contact us page at contactus
About Pearson
Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: uk
This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website:
References to third party material made in this document are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this unit document is correct at time of publication.
Authorised by Martin Stretton
Prepared by Jane Boehm
ISBN 978 1 446 91372 7
All the material in this publication is copyright
© Pearson Education Limited 2014
Contents
Purpose of this document 1
1 Qualification summaries and key information 2
2 Centre resource requirements 3
Specific resource requirements 3
3 Qualification structures 5
Pearson BTEC Level 4 Certificate in Education and Training (QCF) 5
Pearson BTEC Level 5 Diploma in Education and Training (QCF) 7
4 Units 10
Unit title 10
Unit reference number 10
QCF level 10
Credit value 10
Guided learning hours 10
Unit aim 10
Target groups 10
Assessment requirements 10
Suggested unit combinations 11
Learning outcomes 11
Assessment criteria 11
Unit amplification 11
Definitions used in this specification 11
Unit 6: Action Learning for Teaching in a Specialist Area of Disability 12
Unit 7: Action Learning to Support Development of Subject Specific Pedagogy 17
Unit 8: Action Research 23
Unit 9: Assess Occupational Competence in the Work Environment 31
Unit 10: Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes 40
Unit 11: Delivering Employability Skills 46
Unit 12: Develop Learning and Development Programmes 51
Unit 13: Developing, Using and Organising Resources in a Specialist Area 57
Unit 14: Effective Partnership Working in the Learning and Teaching Context 64
Unit 15: Engage Learners in the Learning and Development Process 72
Unit 16: Engage with Employers to Develop and Support Learning Provision 80
Unit 17: Engage with Employers to Facilitate Workforce Development 87
Unit 18: Equality and Diversity 96
Unit 19: Evaluating Learning Programmes 103
Unit 20: Identify the Learning Needs of Organisations 108
Unit 21: Inclusive Practice 113
Unit 22: Internally Assure the Quality of Assessment 118
Unit 23: Preparing for the Coaching Role 126
Unit 24: Preparing for the Mentoring Role 136
Unit 25: Preparing for the Personal Tutoring Role 145
Unit 26: Specialist Delivery Techniques and Activities 153
Unit 27: Teaching in a Specialist Area 157
Unit 28: Understanding and Managing Behaviours in a Learning Environment (Level 4) 164
Unit 29: Understanding and Managing Behaviours in a Learning Environment (Level 5) 169
Unit 30: Understanding the Principles and Practices of Externally Assuring the Quality of Assessment 175
Unit 31: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment 185
Unit 32: Using Study Skills Approaches and Techniques to Enhance the Learning of Others 194
Unit 33: Working with Individual Learners 198
Unit 34: Working with the 14-19 Age Range in Education and Training 203
5 Further information and useful publications 209
6 Professional development and training 210
Annexe A–Portfolio Evidence Record Sheets 211
Purpose of this document
This document contains the optional units for use in conjunction with the mandatory units for
• the Pearson BTEC Level 4 Certificate in Education and Training (QCF), specification ISBN 978 1 446 90694 1 and
• the Pearson BTEC Level 5 Diploma in Education and Training (QCF), specification ISBN 978 1 446 91371 0.
This document includes all optional units offered by Pearson for the BTEC Level 4 Certificate and BTEC Level 5 Diploma in Education and Training qualifications. It should be used in accordance with the rules of combination for the different qualifications.
The rules of combination are included (see Section 3 Qualification Structures) and it is important to use only those option units listed and approved for each qualification.
1 Qualification summaries and key information
|Qualification title |Pearson BTEC Level 4 Certificate |
| |in Education and Training (QCF) |
|QCF Qualification Number (QN) |601/1238/4 |
|Qualification framework |Qualifications and Credit Framework (QCF) |
|Date registrations can be made |01/01/2014 |
|Age range that the qualification is approved for |19+ |
|Credit value |36 |
|Optional unit credits |15 |
|Assessment |Centre-devised assessment (internal assessment) |
|Guided learning hours |160 |
|Teaching practice |30 hours |
|Grading information |The qualification and units are at pass grade |
|Entry requirements |For details of entry requirements see the core units specification. Centres |
| |must also follow the Pearson Access and Recruitment policy (see Section 9, |
| |Access and Recruitment). |
|Qualification title |Pearson BTEC Level 5 Diploma |
| |in Education and Training (QCF) |
|QCF Qualification Number (QN) |601/1228/1 |
|Qualification framework |Qualifications and Credit Framework (QCF) |
|Date registrations can be made |01/01/2014 |
|Age range that the qualification is approved for |19+ |
|Credit value |120 |
|Optional unit credits |45 |
|Assessment |Centre-devised assessment (internal assessment) |
|Guided learning hours |360 |
|Teaching practice |100 hours |
|Grading information |The qualification and units are at pass grade |
|Entry requirements |For details of entry requirements see the core units specification. Centres |
| |must also follow the Pearson Access and Recruitment policy (see section 9, |
| |Access and Recruitment). |
2 Centre resource requirements
As part of the approval process, centres must make sure that any specific resources required below are in place before offering units.
Specific resource requirements
For certain units there is a specific resource requirement for teaching or training practice.
The requirement is to use an appropriate location for practice that will allow a learner to meet the requirements of the Ofsted teaching standards. Centres should ensure that learners have access to as many opportunities and locations as possible for teaching/training practice.
If a centre wishes to offer any of the Learning and Development competence units it is essential that they have the required approval. This information can be found in Section 7, Centre recognition and approval in the core unit specifications.
Observed and assessed practice
Certain optional units require evidence for assessment and observation to come from the workplace. Where this is the case and observation is required, all those observing and assessing practice should have:
• appropriate qualifications and experience
• current evidence of continuing professional development in assessment and learning and development
• access to appropriate guidance and support
• on-going participation in related programme quality assurance processes.
The following units require the practice of learners to be observed and/or workplace evidence to be assessed in a teaching and learning environment. This can be with individual learners, groups of learners or a combination of both.
• Unit 9: Assess Occupational Competence in the Work Environment (Level 3)
• Unit 10: Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes (Level 3)
• Unit 11: Delivering Employability Skills (Level 4)
• Unit 12: Develop Learning and Development Programmes (Level 4)
• Unit 13: Developing, using and organising resources within a specialist are (Level 5)
• Unit 15: Engage Learners in the Learning and Development Process (Level 3)
• Unit 16: Engage with Employers to Develop and Support Learning Provision (Level 3)
• Unit 17: Engage with Employers to Facilitate Workforce Development (Level 4)
• Unit 20: Identify the Learning Needs of Organisations (Level 4)
• Unit 21: Inclusive Practice (Level 4)
• Unit 22: Internally Assure the Quality of Assessment (Level 4)
• Unit 26: Specialist Delivery Techniques and Activities (Level 4)
• Unit 27: Teaching in a Specialist Area (Level 4)
• Unit 28: Understanding and Managing Behaviours in a Learning Environment (Level 4)
• Unit 32: Using Study Skills Approaches and Techniques to Enhance the Learning of Others (Level 4)
• Unit 34: Working with the 14-19 Age Range in Education and Training (Level 5)
3 Qualification structures
The tables below list all mandatory and optional units, to help with programme planning. This document contains only the unit details and portfolio building sheets for the optional units. All further details for the qualification requirements and the mandatory units can be found in the individual specification documents, as indicated under the qualification titles below.
Pearson BTEC Level 4 Certificate in Education and Training (QCF)
Qualification requirements and full details of the mandatory units can be found in Pearson BTEC Level 4 Certificate in Education and Training (QCF) specification ISBN 9781446906941.
The learner will need to meet all the requirements outlined in the table below before Pearson can award the qualification.
|Minimum number of credits that must be achieved |36 |
|Minimum number of credits that must be achieved at Level 4 or above |21 |
|Number of optional credits that must be achieved |15 |
|Teaching practice hours |30 |
Mandatory units — for reference purposes only, for full details of core units refer to the specification document
|Unit |
|1 |H/505/0053 |
|Minimum number of credits that must be achieved at Level 5 or above |61 |
|Number of mandatory credits that must be achieved |75 |
|Number of optional credits that must be achieved |45 |
|Teaching practice hours |100 |
Mandatory units — for reference purposes only, for full details of core units refer to the specification document
|Unit |
|1 |
|6 |J/505/0756 |Action Learning for Teaching in a Specialist Area of Disability |
|1 |Understand the impact of a |1.1 |Analyse a specific impairment and the related |Specific impairment, e.g. current legislation, current status of specialist knowledge, historical |
| |specific impairment on teaching| |support needs of disabled learners |developments in understanding of disability advising current knowledge, current status of research|
| |and learning | | |into specific impairment, specific changes in technology. |
| | |1.2 |Explain ways of adjusting practice for learners with|Adjusting practice, e.g. identifying specific needs, student involvement to advise specific |
| | | |a specific impairment |requirements, regular feedback from students to check progress, approaches to meet students needs,|
| | | | |provide appropriate learning environment, appropriate or adapted resources and assessment |
| | | | |opportunities, additional support provision. |
| | |1.3 |Evaluate specific support within an organisation for|Specific organisation support, e.g. referral process for specific impairments, organisation |
| | | |learners with a specific impairment |resources and policies for specific disability support, adapting physical environment, developing |
| | | | |delivery strategies to suit disabilities, tutorial or mentor support, specialist disability |
| | | | |support, counselling, external agencies where need exceeds organisation competence. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to investigate |2.1 |Analyse ways to include disabled learners in an |Including learners, e.g. negotiation of research aims and methods, identification of issues |
| |effective practice in a | |investigation |specific to disability, active involvement in planning approaches, agreement of timescales, |
| |specialist area of disability | | |providing appropriate access for students during investigation, allowing students to decide when |
| | | | |and how to contribute to investigation, direct contribution through interviews, participative |
| | | | |observation, learner reflective activities, group discussion. |
| | |2.2 |Explain ethical considerations when involving |Ethical considerations, e.g. non-intrusive approaches, avoiding bias, follow organisation policies|
| | | |disabled learners |and procedures, targets negotiated with those involved, recognising requirements of codes of |
| | | | |conduct and duty of care, ensuring confidentiality of data, respecting anonymity of sources, |
| | | | |making all necessary adjustments for disability, enabling student ownership, students to determine|
| | | | |extent of involvement. |
| | |2.3 |Evaluate a range of action learning research methods|Research methods, e.g. use of the research cycle, teacher-as-researcher, primary data collection |
| | | | |directly from practice, minimising impact on learning group, gathering naturally occurring |
| | | | |evidence, engaging directly with students, supplementing research through secondary data |
| | | | |collection, specialist internet and electronic journals, obtaining the views of others, use of |
| | | | |‘norms’. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to investigate practice|3.1 |Develop a focus for investigation |Focus for investigation, e.g. establish appropriate area of practice for investigation, |
| |in a specialist area of | | |significant and relevant disability issue, investigation into aspect of disability that helps |
| |disability | | |understand own practice, development in subject knowledge or skills, supporting change in |
| | | | |practice, use of new technologies, specific students’ needs. |
| | |3.2 |Design and implement an action plan to support the |Implement action plan, e.g. producing clear plan with achievable targets, accessing background |
| | | |investigation |reading, collection of data from practice, organising resources required, negotiate with those |
| | | | |contributing to investigation, organise use of appropriate technologies, accessing the views of |
| | | | |students’, observation of practice of others, establish timescales. |
| | |3.3 |Evaluate the practice of other teachers in your area|Practice of other teachers, e.g. reflecting organisation policies and procedures, influence of |
| | | |of interest |legislation on practice, planning skills, flexibility and adaptability of approach, addressing |
| | | | |needs of students and specific disability, adapting resources, holistic assessment to support |
| | | | |learning, sharing good practice, contribution to team working. |
| | |3.4 |Report the findings of the investigation |Report findings, e.g. report clearly and objectively on results, accurate and specific in |
| | | | |addressing aims, limit personal comments, use of only justifiable conclusions, findings supported |
| | | | |by evidence, recognise deficiencies in research, identify improvements in practice to aid students|
| | | | |with disabilities, avoiding ‘throw away’ remarks or generalisations. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |3.5 |Analyse ways in which findings from an investigation|Develop own practice, e.g. inform practice, provide greater insight in to nature of disability, |
| | | |can be used to develop own professional practice |understand students needs from first-hand experience, areas for further research, sources of |
| | | | |advice and guidance, specialist provision to support practice, alternative approaches to delivery,|
| | | | |new resources, opportunities for use of technology. |
Unit 7: Action Learning to Support Development of Subject Specific Pedagogy
Unit reference number: M/503/5376
QCF level: 5
Credit value: 15
Guided learning hours: 50
Unit aim
This unit aims to enable the learner to investigate an area of interest related to the teaching of their subject specialist area. The unit includes selecting and justifying a relevant area of interest, using appropriate research methodology, reviewing current relevant literature and evaluating other areas for development in the learner’s practice, and presenting findings clearly and objectively.
Target groups
This knowledge-based unit is suitable for any teacher or trainer requiring an in-depth understanding of a specific aspect or issue in their subject specialism. The unit provides a suitable level of challenge for those with responsibility for planning the delivery of a learning programme it gives learners the skills and understanding needed to help them develop best practice.
Assessment requirements
This unit does not require learners to undertake practice in a work environment. However, as action learning requires research to be carried out in practice it is recommended that learners have the opportunity to access teaching and learning environments, either with groups of students or with individual students to enable research. There is a need for learners to show evidence of extended research from referenced sources.
Suggested unit combinations
Unit 26: Specialist Delivery Techniques and Activities (Level 4) and Unit 27: Teaching in a Specialist Area (Level 4) provide opportunities to explore a range of aspects of a subject specific pedagogy in order to develop and improve practice. This unit provides a logical extension to either of these optional units.
Unit 19: Evaluating Learning Programmes (Level 4) enables learners to understand the principles of using evaluation methods and data to understand how this can be used to improve the student experience.
Unit 8: Action Research (Level 5) allows for a more in-depth research project to be developed from action learning in a specialist subject pedagogy.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand how to identify an |1.1 |Justify own selection of an area of interest |Area of interest, e.g. significant educational issue, research that helps understand practice, developments in |
| |area of interest related to | |for investigation |subject knowledge, skills or subject area, allows professional updating, reflects need for change, changes in |
| |practice in own | | |government directives or legislation, use of new technologies, students’ specific needs. |
| |subject-specific area | | | |
| | |1.2 |Evaluate ways in which enhanced knowledge from|Improvements, e.g. mapping into teaching programme, incorporating organisation policies and procedures, opportunities|
| | | |investigation of an area of interest could |for engaging your students, negotiating responsibilities, planning dissemination, responsibilities for responding to |
| | | |improve subject-specific pedagogy |evaluation, advising management decisions, providing first-hand information. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to investigate current |2.1 |Justify own selection of sources for |Self, e.g. session evaluation, reflective practice, observation feedback, SAR (Self Assessment Review). |
| |good practice in own | |investigation |Peers, e.g. interview, questionnaire, discussion group, on-line forum, observation of experienced practitioner or in |
| |subject-specific area | | |different subject area, line manager’s annual review. |
| | | | |Learners, e.g. interviews, observation, group discussion. |
| | | | |Secondary sources, e.g. literature, journals, research publications, web-sites. |
| | |2.2 |Critically review current literature relating |Current literature, e.g. government legislation, awarding organisation requirements, historical developments advising|
| | | |to practice in own subject-specific area |current knowledge, subject-specific research, appropriate educational research, textbooks, journals, specific changes|
| | | | |in technology, development of websites and online resources, development of subject software. |
| | |2.3 |Evaluate the practice of other subject |Other subject specialists, e.g. secondment, work shadowing or work placement, retraining, developing professional |
| | | |specialists in own subject-specific area |networking, joining professional body. |
| | | | |Practice, e.g. use of formal recognition such as grading of practice, advanced practitioners sharing best practice, |
| | | | |review of planning skills, use of flexible and adaptable approach, addressing needs of learners, adapting resources, |
| | | | |use of assessment to promote learning, use of extended or blended learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to work with others to |3.1 |Engage in professional debate within an action|Action learning setting, e.g. supportive, confidential, ground rules set, no advice, no opinions, no closed |
| |improve own skills in | |learning set |questions, no directive questions, open and non-judgemental. |
| |reflective practice | | |Professional debate, e.g. cascading and dissemination of information, discussion of alternative strategies, exploring|
| | | | |different skills and experiences, sharing good practice, comparison of approaches, incorporation experiences from |
| | | | |work place, standardisation of assessment strategies. |
| | |3.2 |Engage in reflection on practice with peers |Reflection on practice, e.g. team meetings, sharing good practice, engage in staff development, discussion with |
| | | | |vocational and professional specialists, awarding body events, networking, online subject forum, professional chat |
| | | | |room, emailing, liaising with external standards verifier or examiner, occupational expertise, skills and |
| | | | |self-confidence, observation reports, updating knowledge, modifications to learning and teaching strategies or plans.|
|4 |Be able to evaluate own |4.1 |Identify own strengths and areas for |Strengths and areas for improvement, e.g. skills and knowledge, analysis skills, using reflective practice, working |
| |practice in a subject specific | |improvement in relation to a selected area of |with others, personal and professional responsibilities, learning and teaching methods. |
| |area | |interest | |
| | |4.2 |Evaluate the potential impact on own practice |Impact, e.g. contributing to team meetings, contributing to action planning – individual and team, identifying and |
| | | |of new learning from investigation of an area |sharing good practice, changes to learning and teaching strategies, development of resources or assessment methods, |
| | | |of interest |identifying areas for personal and professional development. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to apply learning from |5.1 |Justify selected areas for development based |Area for development, e.g. session evaluation, peer observation, mentoring, specific areas of responsibility, |
| |investigation of an area of | |on findings from investigation of an area of |effective use of expertise and experience within subject-specific area, colleagues contributing to in-house training,|
| |interest to own practice in a | |interest |staff development opportunities for cascading research findings, in-house provision, higher level qualifications, |
| |subject specific area | | |vocational updating. |
| | |5.2 |Evaluate the benefits of changes made to own |Benefits, e.g. improved performance, better teamwork, new competences, more-efficient ways of working, different ways|
| | | |practice |of approaching and solving problems effectively, new ways of thinking, improving student experience, innovative |
| | | | |approaches, regular evaluation of practice, building capacity within team, sharing resources, consolidating good |
| | | | |practice, internal standardisation and verification procedures, providing feedback on practice. |
|6 |Be able to present findings |6.1 |Report own findings from investigation of an |Report findings, e.g. clarify area of investigation, report objectively on findings, clear links to own practice, |
| |from investigation of an area | |area of practice |relevant to area of practice, justifiably conclusions, supported by evidence, identify implications for improvements |
| |of interest in own subject | | |in practice, linked to professional or vocational standards, specific outcomes. |
| |specific area | | | |
| | |6.2 |Justify own conclusions drawn from |Conclusions, e.g. clarifying educational issues, contributing to understanding, drawing on own practice, identified |
| | | |investigation of an area of practice |new initiatives, opportunities for change, implications for practice, highlighting developments in subject knowledge |
| | | | |or skills, opportunities for team working, promoting peer observation and working. |
| | |6.3 |Justify own recommendations for improving |Recommendations, e.g. identifying issues that can be applied to practice, contributing to team or peer working, |
| | | |practice within subject-specific pedagogy |cascading learning, identifying need for training, identifying opportunities for further research, value to the |
| | | | |organisation, contribution to internal quality assurance suggesting areas for improvement in research and |
| | | | |opportunities for further research, making recommendations for implementing professional practice. |
Unit 8: Action Research
Unit reference number: T/503/5380
QCF level: 5
Credit value: 15
Guided learning hours: 50
Unit aim
This unit aims to enable learners to carry out action research in an area of professional practice. The unit helps learners to understand the nature and purpose of action research, conducting action research and presenting the outcomes. The unit also involves evaluating own practice in relation to action research.
Target groups
This unit is most appropriate for inclusion in the Pearson BTEC Level 5 Diploma in Teaching in Education and Training (QCF). This qualification reflects both the level of knowledge and understanding to be demonstrated in the evidence with a greater emphasis on an academic approach to complement the practical experience. This unit is not entirely knowledge based, it also involves activities regularly required of all practising teachers and trainers during professional updating.
Assessment requirements
This unit does not require learners to undertake practice in a work environment. However, it is recommended that learners have the opportunity to access teaching and learning environments, either with groups of students or with individual students to enable research. There is a need for learners to show evidence of extended research from referenced sources.
Suggested unit combinations
Unit 22: Internally Assure the Quality of Assessment (Level 4): action research is an effective way to contribute to quality assurance and quality improvement through gathering research data.
Unit 27: Teaching in a Specialist Area (Level 4) gives learners the opportunity to update personal and professional skills relating to delivery in their own specialist subject area. This could be effectively achieved through combining with action research.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the purpose and |1.1 |Explain the purpose of action research |Purpose, e.g. opportunities to explore educational issues significant to development of practice, |
| |nature of action research | | |researching issues as part of the research, investigating and monitoring new initiatives, |
| | | | |measuring and evaluating change, advising management decisions, providing first-hand information. |
| | |1.2 |Analyse key features of the action research process |Process, e.g. identifying appropriate issue, formulating hypothesis, exploring suitable |
| | | | |methodology, planning research, reviewing literature, undertaking a pilot study (if appropriate), |
| | | | |collecting primary data, analysing evidence, drawing conclusions, evaluating and presenting |
| | | | |findings with recommendations. |
| | |1.3 |Analyse the implications of a model of action |Implications of model, e.g. structured approach through use of the research cycle, identifiable |
| | | |research |goals, valid research skills and methodologies, identifying needs for modifications or alternative|
| | | | |approaches to data collection, opportunities to use new technologies, issues for practice arising |
| | | | |out of research findings. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to initiate action |2.1 |Justify own choice of an area of practice for action|Area of practice, e.g. significant educational issue, research that helps understand practice, |
| |research | |research |developments in subject knowledge or skills, allows professional updating, reflecting need for |
| | | | |change, changes in government directives or legislation, use of new technologies, students’ |
| | | | |specific needs |
| | |2.2 |Plan a clear intervention strategy |Intervention strategy, e.g. teacher-as-researcher, structuring primary data collection for |
| | | | |minimising the impact on the study group, naturally occurring opportunities for gathering |
| | | | |evidence, engaging with students, supplementing through internet and electronic journals for |
| | | | |up-to-date and specialist information, recognising and obtaining the views of others, use of |
| | | | |‘norms’ to select an appropriate approach, health and safety issues. |
| | |2.3 |Justify the choice and timescales of an intervention|Timescales, e.g. drawing up schedules, timing of primary data collection and literature search, |
| | | |strategy |creating appropriate opportunities to obtain the views of others, recording achievement of |
| | | | |short-term targets, monitoring and revising schedule within agreed timescales, negotiating with |
| | | | |tutor. |
| | |2.4 |Explain how ethical and political considerations and|Ethical, political and confidentiality issues, e.g. non-intrusive approaches, avoiding bias, |
| | | |issues of confidentiality will be observed in |following organisation policies and procedures, targets negotiated with those involved, |
| | | |practice |recognising the requirements of codes of conduct, ensuring confidentiality of data collected and |
| | | | |anonymity of sources. |
| | |2.5 |Implement a clear intervention strategy |Implementing strategy, e.g. producing clear plan with achievable targets, accessing research |
| | | | |literature, sequenced primary data collection, organising resources required, interview venue, |
| | | | |negotiating with those contributing to the research, organising use of appropriate technologies. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand ways of carrying out|3.1 |Evaluate methods for action research |Evaluating methods, e.g. reliable and valid; willingness of people to participate; recognising |
| |action research | | |risks of bias, fit for purpose and intended outcomes, appropriate to understanding to be gained |
| | | | |from research, relevant to existing body of knowledge, minimising the impact on the subjects, |
| | | | |appropriate to timescales and volume of evidence. |
| | |3.2 |Evaluate methods of collecting qualitative and |Qualitative and quantitative data collection, e.g. primary and secondary data sources, |
| | | |quantitative data |quantitative (statistical data) and qualitative (statements, perceptions, values), sampling, open |
| | | | |or closed questioning, questionnaire design, interviewing techniques, reviewing transcripts, |
| | | | |coding responses, use of specialist software; diary; observational studies; participant |
| | | | |observation. |
| | |3.3 |Review ways in which collected data may be analysed |Data analysis, e.g. triangulation — using more than one method for data collection to cross-check |
| | | | |research findings, comparisons of variables or trends, categorisation, relationships, trends, use |
| | | | |of ICT, coding, establishing values, critical analysis of literature, relating to research |
| | | | |objectives, critical incident analysis, statistical correlation between data sets. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to carry out action |4.1 |Draw on selected literature relating to an area of |Related literature, e.g. researching methodology suited to research, historical literature search |
| |research | |practice for action research |establishing context and background of study, current specialist knowledge, developments in |
| | | | |understanding of skills, specific changes in technology, use of the Dewey System for conducting |
| | | | |literature searches, Harvard referencing for referencing and bibliography. |
| | |4.2 |Justify own choice of methods selected for action |Justifying choice of methods, e.g. appropriate to issue, generating relevant primary data, capable|
| | | |research |of reliable and valid outcomes, encouraging participation, minimising risk of bias, appropriate to|
| | | | |context, relevant, minimising the impact on the subjects, manageable in timescales and in relation|
| | | | |to potential volume of evidence. |
| | |4.3 |Collect data relating to an area of practice for |Collection of data, e.g. organising selected methods for data collection, recording findings in an|
| | | |action research |appropriate format to allow for clear presentation, enabling comparisons and identification of |
| | | | |trends, collecting and reviewing data using appropriate methods; setting review dates for |
| | | | |monitoring and reviewing process, organising of literature search, accessible internet or sector |
| | | | |data sources. |
| | |4.4 |Analyse data collected from action research |Analysis of data, e.g. statistical correlation between data sets, establishing mean or median |
| | | | |values, standard deviation, chi-squared test, coding of qualitative data, identification of |
| | | | |variables or relationships, comparisons of trends, cross-checking findings, use of ICT software |
| | | | |packages, critical incident analysis, creating case histories from qualitative data, selecting |
| | | | |representative data. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.5 |Present data collected from action research |Presentation of data, e.g. transcribing and recording qualitative interviews or observations, |
| | | | |selecting style for primarily quantitative data collection such as questionnaires, using data to |
| | | | |create charts or diagrams to show relationships, providing primary data in form of statistical |
| | | | |tables that can be checked for accuracy, converting data to graphical form such as bar/pie graphs,|
| | | | |showing trends through line graphs. |
| | |4.6 |Draw conclusions based on findings from action |Conclusions, e.g. clarifying educational issues and aiding understanding of own practice, |
| | | |research |demonstrating implications for practice of identified new initiatives, providing measure change |
| | | | |and implications for practice, providing first-hand information of impact on practice, |
| | | | |highlighting developments in subject knowledge or skills. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to present the outcomes|5.1 |Report own findings and conclusions from action |Reporting findings and conclusions, e.g. reporting clearly and objectively on results, clear links|
| |of action research | |research |to original research questions, accurate and specific within constraints of research aims, |
| | | | |limiting personal comments, making conclusions justifiably drawn from findings and supported by |
| | | | |evidence, recognising deficiencies in research design, setting out implications for improvements |
| | | | |in practice, avoiding offhand remarks or generalisations. |
| | |5.2 |Justify own recommendations for action to be taken |Recommendations and actions, e.g. identifying questions left unanswered and new questions thrown |
| | | |based on conclusions from action research |up by research, establishing issues thrown up by research but not actually part of it, using |
| | | | |response of others to identify questions not previously thought of, identifying issues which can |
| | | | |be applied to practice, suggesting areas for improvement in research and opportunities for further|
| | | | |research, making recommendations for implementing professional practice. |
|Learning outcomes |Assessment criteria |Unit amplification |
|6 |Be able to evaluate own |6.1 |Analyse the effectiveness of own practice in |Analysis of own practice, e.g. self-assessment and reflective practice, review of outcomes of |
| |practice in relation to action | |relation to action research |research, achievement of research goals, evaluation of impact of research findings, response of |
| |research | | |colleagues, contribution to own practice, value to the organisation, relevance for dissemination |
| | | | |of outcomes, contributing to change in practice or attitudes, relevance to wider audience. |
| | |6.2 |Identify own strengths and areas for improvement in |Strengths and areas for improvement, e.g. evaluation of research skills, knowledge developed |
| | | |relation to action research |through undertaking literature search, data collection and analysis skills, using reflective |
| | | | |practice, working with others, recording and presenting outcomes, personal and professional |
| | | | |responsibilities, accountability to others in undertaking research. |
| | |6.3 |Plan opportunities to improve own skills in action |Opportunities to improve own practice, e.g. staff review, continuing professional development |
| | | |research |requirements, staff development opportunities for cascading research findings, in-house provision,|
| | | | |higher- level qualifications, vocational updating, secondment, work shadowing or work placement, |
| | | | |retraining, developing professional networking, joining professional body. |
Unit 9: Assess Occupational Competence in the Work Environment
Unit reference number: H/601/5314
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s performance in carrying out assessments of occupational competence in a work environment.
Target groups
This is a valuable unit for all trainers and teachers of vocational subjects that involve assessment of occupational competence in a work environment. Centres need to have Learning and Development approval to offer this unit.
Assessment requirements
Evidence for all learning outcomes must come from carrying out assessments in a work environment. Simulations are not allowed.
As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment, examining products of work and questioning students.
Other forms of evidence will be acceptable for the remaining assessment methods: discussion with your student, use of others (witness testimony), looking at your student statements and recognising prior learning.
There must be evidence of the learner carrying out a minimum of two assessments of occupational competence with at least two of their own students (i.e. four assessments in total). This occupational competence must not be in assessment itself, i.e. evidence from this unit must not come from assessing another candidate assessor who is in turn assessing someone else. 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.
Suggested unit combinations
Unit 13: Engage Learners in the Learning and Development Process (Level 3) is compatible with this unit in terms of level as well as the amount and type of evidence required. It complements the role of many teachers and trainers by focusing on engaging their students in taking responsibility for their own learning.
Unit 14: Engage with Employers to Develop and Support Learning Provision
(Level 3) could be successfully combined with other Learning and Development work-based learning units requiring evidence from practice. In particular, it provides opportunities for teachers and trainers to liaise with employers when supporting and assessing occupational competence in the work environment.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Be able to plan the assessment |1.1 |Plan assessment of occupational competence based on |Assessment standards, e.g. awarding organisation, Sector Skills Council requirements, employer |
| |of occupational competence | |the following methods: |needs, performance requirements, transferability of skills; range of methods to include |
| | | |observation of performance in the work environment |observation of performance in the work environment, examining products of work, questioning the |
| | | |examining products of work |student, discussing with the student, use of others, i.e. witness testimony, looking at learner |
| | | |questioning the learner |statements, recognising prior learning. |
| | | |discussing with the learner | |
| | | |use of others (witness | |
| | | |testimony) | |
| | | |looking at learner statements | |
| | | |recognising prior learning | |
| | |1.2 |Communicate the purpose, requirements and processes |Requirements, e.g. standards/criteria against which they will be assessed, awarding organisation |
| | | |of assessing occupational competence to the learner |requirements, occupational standards, other specific requirements. |
| | | | |Assessment plan, e.g. specific criteria they will be assessed against, timing, venue, methods, |
| | | | |expected outcomes, opportunities for feedback, benefits of assessment, appeals procedure; |
| | | | |requirements of the student, e.g. preparation, specific needs, activity, evidence required. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Plan the assessment of occupational competence to |Initial assessment of students’ needs, e.g. initial assessment, learning, training needs analysis,|
| | | |address learner needs and current achievements |recognising current level of knowledge, understanding, skills and experiences, performance |
| | | | |indicators, skills tests, employer review. |
| | | | |Negotiating learning, e.g. targets, goals, objectives for assessment, self-assessment, bite-sized |
| | | | |chunks, assessment that is meaningful and relevant; motivation, engagement, involvement, |
| | | | |individual responsibility; involvement with others, e.g. organisation, colleagues, employers, |
| | | | |peers, witnesses. |
| | |1.4 |Identify opportunities for holistic assessment |Opportunities, e.g. logical progression and sequencing as related to specific context, student |
| | | | |needs; opportunities to use linkages, particularly between knowledge and understanding to skills |
| | | | |requirements; opportunities to incorporate naturally occurring evidence and appropriate assessment|
| | | | |opportunities. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to make assessment |2.1 |Use valid, fair and reliable assessment methods, |Assessment methods, e.g. observation, performance evidence, discussion, witness or student |
| |decisions about occupational | |including: |statement; fit for purpose, e.g. student needs, context, measures of achievement, i.e. performance|
| |competence | |observation of performance |criteria, assessment criteria; practical limitations, e.g. numbers involved, range, opportunity, |
| | | |examining products of work |time constraints, resources, staffing. |
| | | |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|Assessment decisions, e.g. credibility and compatibility with learning programme and required |
| | | |against specified criteria |assessment outcomes, context, adhering to organisation, industry, awarding body and government |
| | | | |requirements and standards. |
| | | | |Appropriate standards, e.g. understanding rules of evidence, meeting outcomes and objectives |
| | | | |identified in assessment plan; evidence is coherent, accessible, realistic, relevant, can be |
| | | | |identified as attributed to the student, achieved within time constraints. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.3 |Follow standardisation procedures |Policies and procedures, e.g. complying with awarding body, occupational standards requirements. |
| | | | |Standardisation, e.g. observations of practice, performance evidence, discussion, witness or |
| | | | |student statement, standardisation meetings, sharing good practice, observation of peers, |
| | | | |workshadowing, feedback, comparisons of process and product; evaluation procedures. |
| | |2.4 |Provide feedback to learners that affirms |Feedback, e.g. timing and location for feedback negotiated with student, linked to assessment |
| | | |achievement and identifies any further implications |opportunities, using the range of available evidence, providing opportunity for students to give |
| | | |for learning, assessment and progression |feedback, focusing on identified criteria and standards, involving the student actively in the |
| | | | |feedback, avoiding personal issues or bias, use of feedback, PCP (praise, criticism, praise). |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to provide required |3.1 |Maintain records of the assessment of occupational |Records, e.g. naturally occurring evidence, observation, interview, discussion records, e.g. |
| |information following the | |competence, its outcomes and learner progress |written records, video, audio, student and witness statement. |
| |assessment of occupational | | |Record of product, e.g. tracking and logging documents, action plans, assessment pro forma, |
| |competence | | |examples, samples; record of questioning, regular progress checks, goals, checking targets at |
| | | | |appropriate intervals. |
| | |3.2 |Make assessment information available to authorised |Identifying appropriate colleagues, e.g. recording evidence in a way that can be shared with |
| | | |colleagues |appropriate access, use of technology, electronic formats, team meetings, assessment or |
| | | | |standardisation meetings, cross-programmes, assignments, organisation, employers, holistic |
| | | | |approaches. |
| | |3.3 |Follow procedures to maintain the confidentiality of|Secure environment for providing feedback and safeguarding recording and storage of information, |
| | | |assessment information |e.g. organisational procedures, data protection, security and safety of paper-based records, |
| | | | |electronic formats for recording and storage and electronic safeguards; identifying those with |
| | | | |legitimate access and limiting access. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to maintain legal and |4.1 |Follow relevant policies, procedures and legislation|Current regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils, awarding |
| |good practice requirements when| |for the assessment of occupational competence, |organisations, Institute for Learning; other regulations, e.g. health and safety, equality and |
| |assessing occupational | |including those for health, safety and welfare |diversity including bilingualism where appropriate, data protection. |
| |competence | | |Organisational policies and procedures, e.g. safeguarding students during assessment, |
| | | | |standardisation/moderation of assessment; qualifications and occupational competence of assessors,|
| | | | |professional updating, CPD requirements. |
| | |4.2 |Apply requirements for equality and diversity and, |Requirements, e.g. equality and diversity, inequality and discrimination and their impact on |
| | | |where appropriate, bilingualism when assessing |individuals, legislation, employment regulations and policies and codes of practice relevant to |
| | | |occupational competence |the promotion of equality and valuing of diversity, e.g. visual auditory impairment, physical |
| | | | |disability, bilingualism. |
| | | | |Flexibility in approach to planning of assessment and quality assurance, e.g. negotiating timing, |
| | | | |context, providing additional resources where appropriate, recognising additional support needs, |
| | | | |alternative approaches. |
| | |4.3 |Evaluate own work in carrying out assessments of |Own work, e.g. self-assessment, evaluation of planning and carrying out of assessment, SAR (Self |
| | | |occupational competence |Assessment Review), understanding of current occupational and awarding organisation standards, |
| | | | |students’ achievements, evaluation/feedback from students, teachers, managers, external quality |
| | | | |assessors, other individuals and professionals, observation reports, outcome from appraisal, |
| | | | |milestones, monitoring and modifications, updating knowledge and occupational expertise, skills |
| | | | |and self-confidence, developing technologies. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.4 |Maintain the currency of own expertise and |Maintaining currency, e.g. using review of competence such as identifying constraints and |
| | | |competence as relevant to own role in assessing |opportunities, action planning, establishing realistic goals and targets for own occupational |
| | | |occupational competence |competence, updating occupational expertise, skills and self-confidence, modifications to |
| | | | |assessment plans, exploring alternative approaches to assessment, changes in policies, procedures |
| | | | |or regulations relating to assessment, technologies to develop and improve own assessing, CPD, |
| | | | |awarding organisation provision for professional updating, monitoring Sector Skills Council |
| | | | |websites. |
Unit 10: Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes
Unit reference number: F/505/0187
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of the unit is to enable learners to understand and demonstrate how to provide guidance for, promote and undertake practice related to recognition and accreditation of prior learning.
Assessment requirements
This unit requires evidence of knowledge and the demonstration of skills in practice, therefore the learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted.
Suggested unit combinations
Unit 15: Engage Learners in the Learning and Development Process (Level 3) would provide a suitable combination as it is possible to engage learners through recognising the skills, knowledge and understanding that they bring to a programme.
Alternatively, recognising prior learning and achievement can contribute to aspects of Unit 18: Equality and Diversity (Level 4) where this can help recognise student achievements when planning meaningful approaches.
Initial and diagnostic assessment – such as Training Needs Analysis – could provide an important link between recognising prior learning and Unit 26: Specialist Delivery Techniques and Activities (Level 4) this would, therefore, also provide an appropriate combination of optional units.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Be able to promote |1.1 |Describe models of recognition to learners, |Models of recognition, e.g. accreditation of prior learning (APL), accreditation of achievement |
| |understanding of recognition | |assessors and other relevant stakeholders |(APA), accreditation of prior experiential learning (APEL), recognition of prior learning (RPL |
| |and accreditation of prior | | |where no accreditation is required). |
| |learning with external | | |Stakeholders, e.g. those responsible for internal quality assurance (IQA), awarding organisation, |
| |stakeholders | | |Ofsted, employers, parents. |
| | |1.2 |Describe how external stakeholders can support the |Supporting professional skills and competencies, e.g.: employer liaison, employers contributing to|
| | | |professional skills and competencies of those |in-service training, occupational updating, establishing standardised procedures, work shadowing |
| | | |involved in providing guidance on recognition and |or placement, establishing vocational standards, online guidance, tariff for recognition and |
| | | |accreditation of prior learning |accreditation of prior learning, awarding organisation training, networking. |
| | |1.3 |Explain the relevant processes, procedures and |Processes and procedures, e.g. national standards, external verification of rigorous and ongoing |
| | | |criteria that ensure recognition of prior learning |internal quality assurance, contributing to consistent approaches, external overview of management|
| | | |is accepted as equivalent to other forms of |of standards. |
| | | |assessment by relevant external stakeholders |Criteria, e.g. establishing clear vocational standards, contributing to occupational requirements,|
| | | | |standardised across and between qualifications, approved by awarding organisation. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to provide |2.1 |Describe procedures for providing professional |Procedures, e.g. formal, informal interviews, organisational systems, recognised paperwork. |
| |guidance for learners | |guidance for learners, assessors and other relevant |Professional guidance, e.g. without prejudice, objective, realistic, meeting educational needs of |
| | | |stakeholders |students, giving up-to-date and current information. |
| | |2.2 |Explain the importance of guidance that ensures |Importance of guidance, e.g. to ensure ownership of process, that entitlement/right is given, that|
| | | |learners have ownership of the process of |correct target units achieved, correct process undertaken, meeting current standards or |
| | | |recognition and, where appropriate, accreditation, |requirements. |
| | | |as an entitlement or right |Ownership of the process, e.g. responsibility for providing evidence, providing documentation, |
| | | | |agreed action planning, timescales, self-assessment. |
| | | | |Accreditation as an entitlement or right, e.g. partial certification exists. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to support learners to |3.1 |Provide guidance for learners in choosing target |Guidance, e.g. relevant to students, appropriate programme of learning, requirements of funding, |
| |recognise prior learning and | |qualifications that include their prior learning |rules of combination, appropriate level, allowing for progression, appropriate timescales, meeting|
| |achievement | | |required occupational standards, linked to potential employment. |
| | |3.2 |Describe evidence required to meet the relevant |Evidence required, e.g. work-related experience and/or documentation, discussions, observation |
| | | |learning outcomes, assessment criteria and |report, witness statement, portfolio or work, SAR (self-assessment review), meeting requirements |
| | | |verification requirements for the learners’ target |of external quality assurance and internal quality assurance, recording procedures; safe, fair, |
| | | |unit(s) |valid and reliable methods used. |
| | |3.3 |Support learners with different needs to collect, |Different needs, e.g. return to learning, first-ever qualification, lacking confidence, not |
| | | |organise and present theoretical and performance |understanding new qualifications, English as a second/other language, not meeting current |
| | | |evidence to meet the requirements of the target |standards. |
| | | |unit(s) |Theoretical, e.g. knowledge, understanding; ways to collect evidence e.g. testing, questioning, |
| | | | |written or verbal statements, discussion, portfolio building. |
| | | | |Performance, e.g. skills, ability, ability to do the job; ways to collect evidence, e.g. |
| | | | |observation, conversation, statements, witness testimonies, performance checklist, record of |
| | | | |output or achievement. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to assess evidence |4.1 |Explain how a consistent approach is achieved by the|Consistent approach, e.g. following approved centre systems/procedures; safe, fair, valid and |
| |presented by learners | |assessment team within the processes of quality |reliable assessment methods. |
| | | |assurance |Quality assurance, e.g. use of processes and procedures, team performance, use of materials and |
| | | | |learning programmes, management of learning programmes; reliable processes and procedures at all |
| | | | |stages. |
| | |4.2 |Judge the reliability, validity, authenticity, |Reliability, e.g. evidence is your student’s own work, your student is competent, has the |
| | | |currency, relevance and sufficiency of a range of |knowledge, experience, skill. |
| | | |evidence presented by a learner to meet the learning|Validity, e.g. up-to-date skills and knowledge, confirmation from line manager, colleagues. |
| | | |outcomes of the target unit(s) |Authenticity, e.g. real working environment, feedback from line manager, colleagues, student’s own|
| | | | |work. |
| | | | |Currency, e.g. demonstration of current practice, knowledge and skills, production of recent |
| | | | |evidence. |
| | | | |Relevance, e.g. is the industry norm, up-to-date practice appropriate to required outcome. |
| | | | |Sufficiency, e.g. enough evidence produced to meet learning outcomes/assessment criteria, meets |
| | | | |assessment requirements, rules of combination. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.3 |Provide clear and constructive feedback to learners |Feedback, e.g. reviews, one-to-ones, verbal and written, outlining missing learning |
| | | |who have not satisfied the learning outcomes of the |outcomes/assessment criteria. |
| | | |target unit(s), identifying the additional evidence |Identifying additional evidence, e.g. to meet missing learning outcomes/assessment criteria, |
| | | |required |action planning, setting new goals, target dates. |
| | |4.4 |Maintain records for assessment and verification |Records, e.g. approved documentation, tracking and recording of individual achievements, recording|
| | | |purposes |assessment feedback, updating regularly, fully complete, following approved centre |
| | | | |systems/procedures, within appropriate timescales, stored securely. |
|5 |Be able to evaluate and improve|5.1 |Evaluate own, learner and assessment team |Evaluate, e.g. validity of evidence provided, timescale for currency of evidence, consistency |
| |practice | |experiences of applying the recognition process |between learners and assessors, opportunity for self-assessment, one-to-one with line manager in |
| | | | |agreeing outcomes, feedback from appraisals, team meeting minutes, discussions, formal and |
| | | | |informal reviews. |
| | |5.2 |Identify improvements to practice |Improvements to practice, e.g. student engagement, recognising and celebrating wide range of |
| | | | |achievements, developing interview techniques, simplification of processes, making changes, |
| | | | |opportunities for exploring workplace practice, observation of an experienced colleague. |
Unit 11: Delivering Employability Skills
Unit reference number: M/505/1089
QCF level: 4
Credit value: 6
Guided learning hours: 20
Unit aim
The aim of this unit is to enable learners to deliver employability skills sessions. It includes considering 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.
Target groups
This unit is suitable for any teacher or trainer involved in delivering employability skills with individuals or groups of students preparing for employment. It is available as an optional unit for the Certificate and Diploma in Education and Training and can also be used for continuing professional development (CPD).
Assessment requirements
This is largely a knowledge-based unit, giving learners the opportunity to understand the underpinning principles of employability. The learning outcomes relating to skills for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. Practice should be in the appropriate context — either with groups of students or with individual students involved in preparing for employability. This unit requires evidence of background reading, appropriately referenced and supported by a bibliography.
Suggested unit combinations
Unit 14: Effective Partnership Working in the Learning and Teaching Context
(Level 4), partnership working is a useful skill with which to promote employability and employment skills.
Unit 26: Specialist Delivery Techniques and Activities (Level 4) relates well to developing employability skills as specialist techniques often relate to preparing for employment. Appropriate evidence can be derived from practice relating to both areas.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the differences |1.1 |Explain differences between employability skills and|Employability skills, e.g. personal effectiveness, social skills, working with others, use of |
| |between employability skills | |employment skills |initiative, effective functional skills, creative thinkers, reflective learners. |
| |and employment skills | | |Employment skills, e.g. commitment to employment, vocational skills, knowledge and understanding, |
| | | | |reliability, punctuality, commitment, loyalty, team worker. |
| | |1.2 |Explain the benefits to learners of having |Benefits, e.g. able to cope in work environment, more adaptable, opportunity to develop |
| | | |employability skills |work-related skills and experience, can open up a range of possibilities in the wider labour |
| | | | |market, contributing to the workforce, able to work more independently. |
| | | | |Skills, e.g. recognising workplace expectations, establishing acceptable behaviours and attitudes,|
| | | | |codes of conduct, understanding contractual obligations and individual responsibilities, |
| | | | |recognising own role in relation to others. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the influence of |2.1 |Analyse personal qualities and skills required for |Personal skills, e.g. flexibility, team player, effective leadership skills, motivating, |
| |personal qualities and skills | |the delivery of employability skills |innovative, credible, responsive, understanding needs of others, effective communicator, |
| |on the delivery of | | |consistent, listening, questioning, providing feedback, supportive to encourage others to develop |
| |employability skills | | |their own interpersonal skills, promoting reflection and self-assessment, current workplace |
| | | | |knowledge. |
| | | | |Strengths and weaknesses, e.g. being creative, using originality, novel approaches, being flexible|
| | | | |and adaptable, using new ideas, thinking outside the box, promoting active learning, challenging |
| | | | |and stretching students’, interpersonal skills, e.g. problem solving, decision making, working |
| | | | |with others; communicating values, ideas, beliefs, opinions, needs and wants appropriately; |
| | | | |appropriate eye contact, body language, providing opportunities for learners communication, |
| | | | |modelling and managing desired behaviours. |
| | |2.2 |Analyse the influence of personal presentation on |Personal presentation, e.g. adopt and share appropriate dress code, sharing importance of |
| | | |the success of the delivery of employability skills |maintaining personal standards, awareness of own and others’ body language, role model desired |
| | | | |behaviours, recognise individual differences where appropriate, acknowledge impact of impairment |
| | | | |disabilities, promoting professional attitudes, mirroring employability skills. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to use techniques, |3.1 |Review techniques for the delivery of employability |Delivering employability, e.g. variety of creative approaches, activity based, focusing on |
| |strategies and practices that | |skills |students’ needs, encouraging student participation, simulation to provide opportunities to |
| |reflect the workplace in the | | |practice skills, emphasising workplace requirements, addressing employment requirements, embedding|
| |delivery of employability | | |functional skills, using or adapting support materials, opportunities for students’ evaluation, |
| |skills | | |creating realistic work environment. |
| | |3.2 |Review strategies used to transform training areas |Strategies, e.g. establish learner pre conceptions, examples from different contexts, |
| | | |to reflect a realistic working environment |opportunities for work placement or work shadowing, role-model behaviour, adopt and share |
| | | | |appropriate dress code, present challenging case studies, recognise individual differences where |
| | | | |appropriate, acknowledge impact of impairment disabilities, appropriate context. |
| | |3.3 |Plan employability skills sessions that: |Learner/student needs, e.g. variety of creative approaches, activity based, focusing on individual|
| | | |meet the needs of learners; and |needs, encouraging participation, simulation to provide opportunities to practice skills, |
| | | |reflect a realistic working environment |addressing assessment requirements, embedding functional skills, using or adapting support |
| | | | |materials, opportunities for evaluation. |
| | | | |Work environment, e.g. modelling training room, simulating a realistic workplace, requirement for |
| | | | |punctuality and formality, establishing dress code, equipment and working practice appropriate to |
| | | | |workplace, simulation/emulation to reflect ‘the real thing’, health and safety checks and risk |
| | | | |assessment. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |3.4 |Use selected techniques and strategies to deliver |Techniques, e.g. video or DVD, PowerPoint presentation, question and answer, flipchart activities,|
| | | |employability skills sessions |interactive use of whiteboard, games, role play, individual presentations to build confidence and |
| | | | |skills, specialist speaker on current workplace skills, in-tray exercise, simulation, |
| | | | |demonstration. |
| | |3.5 |Demonstrate ways to negotiate behavioural parameters|Negotiating behavioural parameters, e.g. democratic, being inclusive, compromising when |
| | | |when using workplace practices with learners |appropriate, offering alternatives for how to achieve results, setting and meeting outcomes, |
| | | | |taking responsibility for own actions, actively encouraged to find own solutions, recognising |
| | | | |causes and consequences of actions, sharing goals, celebrating success, supporting others, |
| | | | |agreeing timescales for completion. |
|4 |Be able to evaluate own |4.1 |Evaluate the effectiveness of techniques, strategies|Effectiveness, e.g. fit-for-purpose, developing useful and applicable skills, actively engaging |
| |delivery of employability | |and practices used for the delivery of employability|individuals, use of learners as resource, promoting individual and group responsibilities, |
| |skills | |skills |collaborative working, challenging students, widening experiences, creating realistic working |
| | | | |environment, increased awareness. |
| | |4.2 |Identify own strengths and areas for improvement for|Strengths and areas for improvement, e.g. creative, originality, novel approaches, flexible, |
| | | |the delivery of employability skills |adaptability, using new ideas and technologies, thinking outside the box, promoting active |
| | | | |learning, creating partnerships to promote workplace visits, use of workplace specialists in |
| | | | |delivery, current workplace experience, updating own professional or vocational standards. |
Unit 12: Develop Learning and Development Programmes
Unit reference number: M/502/9545
QCF level: 4
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s competence in developing learning and development programmes. It does not include the detailed preparation or implementation of the programme.
Target Groups
There are no special resources needed for this unit. This is a valuable unit for trainers and teachers of vocational subjects involving assessment of occupational competence in a work environment.
Assessment Requirements
This unit assesses occupational competence. Evidence for learning outcome 2 must come from performance in the work environment. Simulations, projects or assignments are not allowed for this learning outcome. This unit requires performance evidence of the learner working with real students, staff or customers in a real organisational context.
Primary assessment methods must include: observation of performance in a work environment and examining products of work. Supplementary evidence may be gathered by: questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
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. Centres need to have Learning and Development approval to offer this unit.
Suggested unit combinations
Unit 18: Equality and Diversity (Level 4) complements the teaching or training role, to reflect levels of responsibilities, including in the context of organisational requirements.
Unit 19: Evaluating Learning Programmes (Level 4) is an ideal unit to deliver once learning and developing programmes have been created.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the principles |1.1 |Explain the objectives of learning and |Identification of current position, e.g. levels of knowledge, understanding, required standards, competency or |
| |underpinning the development of| |development programmes |performance; negotiating outcomes, e.g. objective setting, e.g. SMART, contribution to needs, e.g. business, |
| |learning and development | | |individual; planning actions to achieve goals; agreeing timescales, e.g. short, medium, long term. |
| |programmes | | | |
| | |1.2 |Evaluate the factors of learning and |Development requirements, e.g. group, individual, number of times to be delivered. |
| | | |development that impact on: |Resources, e.g. physical, trainers, assessors, time, finance; delivery options, e.g. on- job training, self-directed |
| | | |development |learning, work shadowing, coaching, interactive computer-based package, course attendance; assessment, e.g. |
| | | |delivery |qualification requirements, initial, formative, summative, skills or knowledge assessment, standardisation, external |
| | | |assessment and accreditation |or internal accreditation. |
| | |1.3 |Explain the importance of learner involvement |Importance, e.g. engagement in learning, participation, meeting their needs, achievement of desired outcomes; how to |
| | | |when developing learning and development |involve, e.g. questioning, discussion, self-assessment, action planning, group work, individual activity; student |
| | | |programmes |needs, e.g. identifying learning preferences and styles, prior learning, negotiating their learning, targets, |
| | | | |agreeing location, timescales, timing of reviews, method of feedback, identification of assessment opportunities. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.4 |Evaluate the risks that need to be managed |Risk minimisation, e.g. learning environment, health and safety, risk assessment, engaging with and securing the |
| | | |when developing learning and development |participation of senior management and line managers, timing of activities to avoid overloading students, selecting |
| | | |programmes |approaches to encourage achievement, supporting students. |
| | |1.5 |Compare methodologies to monitor and evaluate |Models, e.g. Kirkpatrick’s Levels of Evaluation, Jack Phillips’ Return on Investment; methods, e.g. question and |
| | | |learning and development programmes |answer, interview, questionnaire, one-to-one feedback, group forum, observation of practice, spot checks, sampling, |
| | | | |online, course or programme review, self-assessment report, team review, employer satisfaction survey. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to develop learning and|2.1 |Identify the learning outcomes required for |Individual outcomes, e.g. new skills, performance enhancement, development of knowledge and understanding, improved |
| |development programmes | |learning and development programmes |employability, personal development, occupational or professional development requirements; organisation outcomes, |
| | | | |e.g. business needs, organisational objectives and priorities, workforce culture, behaviour or skills change, |
| | | | |productivity improvement, enhancement of team skill mix, reducing skill gaps, legislation, technological advances; |
| | | | |timescales, e.g. short, medium, long term. |
| | |2.2 |Develop a plan for a learning and development |Planning features, e.g. consider different objectives such as organisational, individual, personnel, coverage, |
| | | |programme |knowledge and skills required, timescales, resource requirements, activities, delivery methods, evaluation methods, |
| | | | |review frequency, cost. |
| | | | |Delivery, e.g. addressing student needs and preferred learning styles, on job training, self-directed learning, work |
| | | | |shadowing, coaching, IT-based learning package, course attendance. |
| | |2.3 |Plan the assessment approaches to meet the |Assessment types, e.g. initial, interim, summative assessment. |
| | | |learning outcomes of learning and development |Approaches, e.g. self-assessment, practitioner monitoring of learning activities, test, observation of performance in|
| | | |programmes |workplace, witness testimony, examination of products, professional discussion. |
| | |2.4 |Produce resources for learning and development|Secure physical resources, e.g. location, workplace, equipment, tools, materials; secure people resources e.g. |
| | | |programmes |trainer, coach, supervisor, expert, assessor, witness; resource factors e.g. availability, expertise required, |
| | | | |location access, time, cost, reliability, current industry standard; production of resources e.g. off the shelf, |
| | | | |adaptation, new resource development. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to review learning and |3.1 |Evaluate the learning outcomes of a learning |Information sources, e.g. student feedback, self-assessment report, SWOT analysis (i.e. strengths, weaknesses, |
| |development programmes | |and development programme |opportunities and threats), team review and action plan, standardisation report, external verification |
| | | | |recommendations, student success and how to build on it, issues identified and how to minimise during future |
| | | | |programme planning, design, delivery and assessment. |
| | | | |Evaluation models, e.g. Kirkpatrick’s Levels of Evaluation, Warr, Bird and Rackham’s content, input, reaction and |
| | | | |output, i.e. the CIRO model, Jack Phillips, Return on Investment. |
| | |3.2 |Evaluate the delivery and assessment of a |Evaluation opportunities, e.g. on programme evaluation, periodic monitoring of student progress and achievements, end|
| | | |learning and development programme |of programme evaluation, workplace performance, appraisal. |
| | | | |Advantages, e.g. quick response to feedback, changes to programme before full implementation, improved workplace |
| | | | |practice, student involvement. |
| | | | |Information sources, e.g. student feedback, self-assessment report, SWOT analysis (i.e. strengths, weaknesses |
| | | | |opportunities and threats), team review and action plan, standardisation report, external verification |
| | | | |recommendations, student success and how to build on it, issues identified and how to minimise during programme |
| | | | |planning, design, delivery and assessment. |
| | |3.3 |Identify areas for improvement for learning |Programme development, e.g. new requirements, content, delivery |
| | | |and development programmes |Method, e.g. selection, use, location, timing, phasing, transfer of learning; reporting, e.g. to management, |
| | | | |recommendations for employers. |
Unit 13: Developing, Using and Organising Resources in a Specialist Area
Unit reference number: H/505/1090
QCF level: 5
Credit value: 15
Guided learning hours: 50
Unit aim
The aim of this unit is to enable learners to develop, use and organise resources in the lifelong learning sector. The unit covers the purpose, development and use of resources, how to organise them and enable access to others. It also covers legal requirements, responsibilities relating to resources and evaluating own practice in their development and use.
Target groups
This unit is appropriate for a trainer or teacher involved in the management, planning and preparation of learning resources. It involves the evaluation and adaptation of pre-prepared resources and preparing and developing resources for learners’ own use and use by others.
Assessment requirements
Learners are not required to undertake practice in a work environment. However, it is recommended that learners be given the opportunity to access teaching and learning environments, either with groups of students or with individual students. The development of resources can contribute to evidence to include in individual teaching practice portfolios. There is a need for learners to provide evidence of extended research from referenced sources.
Suggested unit combinations
Unit 22: Internally Assure the Quality of Assessment (Level 4) is a Learning and Development competence unit which is relevant due to its requirement for internal quality assurance (i.e. resource development for assessment purposes).
Unit 27: Teaching in a Specialist Area (Level 4) provides the opportunity to link resource development to delivery in the learner’s specialist area.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the purpose and use |1.1 |Explain the purpose of resources in learning and |Teaching resources, e.g. supporting teaching, visual prompts or stimulation, variation and |
| |of resources in own specialist | |teaching |diversification of approaches, providing opportunities to develop ICT skills, more memorable, an |
| |area | | |alternative to the ‘real thing’, opportunities to actively engage learners. |
| | | | |Learning resources, e.g. engage different learning styles, provide hands-on opportunities for use of|
| | | | |specialist tools or equipment, reinforcing learning, supporting and motivating individual learning, |
| | | | |fostering independent learning through extended learning. |
| | |1.2 |Evaluate the effectiveness of specific resources |Effectiveness of specific resources, e.g. specific to knowledge content, addressing and developing |
| | | |from own specialist area in meeting individual |required skills, matched to abilities of learners, appropriate level of challenge, linked to desired|
| | | |learning needs |learning outcomes, actively involving learners, supporting individual learning and study, aid to |
| | | | |demonstration, the value of ‘real thing’, simulation when ‘real thing’ is unavailable, extending |
| | | | |learning, use of new technologies. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to develop and use |2.1 |Analyse principles of resource design |Principles of resource design, e.g. meeting learning needs, VAK, positive contribution to |
| |inclusive resources in own | | |consolidating learning, fit-for-purpose, links to preferred learning styles, addressing learning |
| |specialist area | | |domains (Bloom), sufficient quality and quantity, current content, simple measure of gobbledygook, |
| | | | |i.e. SMOG test readability, employing Swedish Execution Time Analysis tool, i.e. SWEET analysis, |
| | | | |cost effective, health and safety or risk assessment requirements, user friendly. |
| | |2.2 |Evaluate sources that inform resource development |Sources to inform development, e.g. exploring existing good practice with peers and colleagues, |
| | | |in own specialist area |library or study centre provision, internet resources to inform specific subject or area, networking|
| | | | |with subject specialists, individual learners. |
| | | | |Formal sources, e.g. advice and guidance from awarding organisation, subject journals, online |
| | | | |reviews, vocational sector skills bodies, industry, professional bodies, commercial providers. |
| | |2.3 |Analyse how theories, principles and models of |Theories, principles and models, e.g. Neuro Linguistic Programming i.e. NLP to engage different |
| | | |inclusive curriculum design can be used to inform |aspects of learning (Bandler & Grinder), addressing learning domains (Bloom, Romiszowski), |
| | | |resource development in own specialist area |reinforcing experiential learning cycle (Kolb), building knowledge and skills (Dale), addressing |
| | | | |different levels of need (Maslow), development of flexible/blended resources for extended learning |
| | | | |opportunities, virtual learning environment, i.e. VLE. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.4 |Analyse ways in which resources can be adapted to |Adapting resources, e.g. paper-based, e.g. adapt language to purpose, SMOG test for readability |
| | | |enable an inclusive approach in own specialist |level, change of paper colour, alter font type and size, use of images and white space, providing |
| | | |area |alternatives at different levels; others, e.g. allowing learners to adapt own resources, appropriate|
| | | | |use of PowerPoint, change environment and workplace resources, modify tools or equipment; technology|
| | | | |e.g. software, hardware, online web based, VLE. |
| | |2.5 |Design resources, including those that involve new|Specialist resources, e.g. handouts, case studies, notes, textbooks, artefacts, models, equipment, |
| | | |and emerging technologies, to engage and meet the |exemplar materials, adaptation commercial packages for specific use, tools or equipment for specific|
| | | |individual needs of learners in own specialist |purpose, user guides to involve use of computers or equipment. |
| | | |area |New and emerging technologies, e.g. videos or DVD, resource packs of internet materials, virtual |
| | | | |learning environment (VLE) materials, active board materials, |
| | | | |e-learning study centre resources. |
| | |2.6 |Employ resources to engage and meet the individual|Meeting needs, e.g. allowing for greater diversification, clear and legible, more interesting |
| | | |needs of learners in own specialist area |learning, effective use of time, varying approaches, differentiation, supporting and extending |
| | | | |learning, providing opportunities for functional skills, opportunity to actively engage learners, |
| | | | |appropriate level of challenge, encouraging learning, opportunities for individualised and flexible |
| | | | |learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand how to organise and |3.1 |Explain ways in which resources can be classified |Classification, e.g. clear and logical classification system for retrieval, systematic filing and |
| |enable access to resources | |and stored |management of resources, maintaining current and archive documents, produce and maintain appropriate|
| | | | |catalogues. |
| | | | |Storage, e.g. suitable storage system for materials, secure environment for tools and equipment, |
| | | | |suitable protection and storage of tapes and discs including computer floppy discs or USB devices, |
| | | | |limited access for security, booking or issuing system to minimise losses. |
| | |3.2 |Review ways of sharing resources with other |Sharing resources, e.g. identifying common resources, creation and use of central resource bank, |
| | | |learning professionals |making catalogues of resources available to users, intranet for common-user storage, access to VLE |
| | | | |(e.g. Moodle), networking with interested parties, system for trading resources, inter-organisation |
| | | | |loans, dissemination of good practice, offering training opportunities. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand legal requirements |4.1 |Review legal requirements and responsibilities |Legal requirements and responsibilities, e.g. copyright legislation, plagiarism, data protection, |
| |and responsibilities relating | |relating to the development and use of resources |photocopying restrictions, personal liability issues, storage of materials in line with licensing |
| |to the development and use of | | |agreements, sponsorship restrictions, awareness of specific regulations relation to internet |
| |resources | | |materials and access, health and safety requirements, risk assessment, training for use of |
| | | | |equipment. |
| | |4.2 |Analyse the implications of intellectual property |Intellectual property rights and copyright, e.g. awareness of organisation and contractual |
| | | |rights and copyright for the development and use |obligations in relation to materials or resources produced during contracted hours, personal |
| | | |of resources |intellectual property rights for resources generated outside of contracted hours, restrictions on |
| | | | |copying, acknowledgement of authorship in referencing where possible and appropriate. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to evaluate own |5.1 |Evaluate the effectiveness of own design and use |Effectiveness of resources, e.g. SWEET analysis, fit for purpose, appropriate to subject and |
| |practice in relation to | |of resources to engage and meet the individual |learners, suitable level, good visual impact, legibility of printed materials, recognising |
| |development and use of | |needs of learners in own specialist area |limitations, adaptable to need, actively engaging learners, providing for flexible and extended |
| |resources in own specialist | | |learning opportunities, use of new and emerging technologies, encouraging independent learning, cost|
| |area | | |effective, appropriate use of time and materials. |
| | |5.2 |Identify own strengths and areas for improvement |Strengths, e.g. confidence in using range and variety of resources, awareness of impact, |
| | | |in relation to development and use of resources in|opportunities for differentiation of resource design, practical skills needed to adapt design and |
| | | |own specialist area |use resources to address a range of learners’ needs, embedding opportunities for use of ICT. |
| | | | |Areas for improvement, e.g. skills audit, subject up-dating, alternative approaches, exploring and |
| | | | |developing new technologies, developing blended learning to allow for flexible or distance learning,|
| | | | |identifying range of specific learning needs to address diversity. |
| | |5.3 |Plan opportunities to improve own skills in |Opportunities to improve own skills, e.g. action planning as result of observations and evaluation |
| | | |development and use of resources in own specialist|of practice, review resources available, development of intranet and virtual learning environment, |
| | | |area |i.e. VLE materials, internet research, awarding organisation events, updating in industrial or |
| | | | |vocational area, participate in good practice groups, work shadowing, observation of more |
| | | | |experienced colleague in same area, observing practice in developing resources in different |
| | | | |contexts, working alongside a specialist, negotiating with learners, retraining. |
Unit 14: Effective Partnership Working in the Learning and Teaching Context
Unit reference number: Y/503/5310
QCF level: 4
Credit value: 15
Guided learning hours: 50
Unit aim
The aim of this unit is to enable learners to understand effective partnership working in the learning and teaching context. It covers the purpose and nature of partnership working and the purpose, aims, objectives, structure and management of a specific partnership. It also involves communicating effectively in a partnership and understanding the wider context in which a partnership operates.
Target groups
This unit is particularly relevant for teachers or trainers who require the understanding and skills involved in developing and working in partnership, i.e. those with specific responsibility for communication and dealing directly with partnership organisations.
Assessment requirements
There is no requirement for learners to undertake practice in order to achieve this unit.
Suggested unit combinations
Unit 17: Engage with Employers to Facilitate Workforce Development (Level 4), since effective partnerships in the lifelong learning sector generally involve working with employers, this unit provides a useful combination.
Unit 23: Preparing for the Coaching Role or Unit 24: Preparing for the Mentoring Role (Level 4) in line with working in partnership, students often require support (through coaching and mentoring) to supplement work-based learning.
Unit 34: Working with the 14-19 Age Range in Education and Training (Level 4) this is a particularly useful combination in the context of the lifelong learning sector as it is necessary to create an effective partnership when promoting links with compulsory education organisations.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the purpose and |1.1 |Explain reasons for partnership working |Partnership working, e.g. sharing skills and experience, efficient use of resources, maximising |
| |nature of partnership working | | |use of facilities, integration of workforce, developing and implementing new technologies, sharing|
| | | | |costs and resources when developing new services or products, increasing competitiveness through |
| | | | |joint ventures, meeting needs of new or changing markets. |
| | |1.2 |Review opportunities and challenges of working |Opportunities, e.g. flexibility, sharing knowledge and skills, range of resources, sharing |
| | | |within a partnership |development cost, shared venue and facilities, widening outlook, shared experiences, range of |
| | | | |qualified staff, varied working practices, shared risks. |
| | | | |Challenges, e.g. contrasting organisation policies and procedures, differences in values and |
| | | | |working practices, PESTLE (political, economic, social, technological, legal, environmental), |
| | | | |matching skills, team working, evaluation of mutual benefits, compatibility of organisations. |
| | |1.3 |Review models of partnerships |Partnership models, e.g. PPP (public-private partnership) collaboration with private sector to |
| | | | |share expertise and funding, PDP (product development partnership) to achieve a specific |
| | | | |development target, PSPP (public-social-private partnership) to achieve economic and social |
| | | | |improvement targets through workforce development. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.4 |Explain ways of sustaining partnerships and their |Sustaining partnerships, e.g. ensuring staff and resource sufficiency, putting in place supportive|
| | | |outputs |systems, negotiation of policies and procedures, shared mission and culture, effective project |
| | | | |management, joint leadership or action ownership, agreed deadlines, timely and effective |
| | | | |communication, identifying problems and providing solutions, corrective actions. |
| | |1.5 |Explain the need for ground rules and terms of |Ground rules and terms of reference, e.g. agreeing goals, sharing workload, identification of |
| | | |reference in partnership working |potential conflicts of interest, rules of disclosure, register of interests, transparency, |
| | | | |openness, developing an ethical culture, establishing standards of behaviour, establishing rules |
| | | | |of confidentiality. |
| | |1.6 |Justify the need for realistic timescales and |Realistic timescales and deadlines, e.g. contractual obligations, to meet specific targets, |
| | | |deadlines in effective partnership working |effective time management, lifetime of a qualification or funding provision, within certification |
| | | | |‘window’, staff availability or contracts, cost effective, encouraging achievement, maintaining |
| | | | |momentum. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the purpose, aims |2.1 |Explain the purpose of a specific partnership |Purpose of partnership, e.g. developing collaborative relationship, compliance with QI targets, |
| |and objectives of a partnership| | |meeting industry requirements, meeting vocational or professional standards, sharing organisation |
| | | | |or individual responsibilities, allocation of actions to qualified personnel, efficiency savings, |
| | | | |shared expertise, increased range of offer. |
| | |2.2 |Identify the aims and objectives of a specific |Aims and objectives, e.g. agreeing mission statement, shared values and vision, complementary |
| | | |partnership |working practices, reaching agreement, meeting targets, cooperation, shared strategic |
| | | | |plans/objectives, exchange of personnel, sharing skills and knowledge, increased efficiencies, |
| | | | |sharing investment costs. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand the structure and |3.1 |Review individual roles and responsibilities within |Roles and responsibilities, e.g. working collaboratively, communicating effectively, contributing |
| |management of a partnership | |a specific partnership |to discussions, sharing knowledge and skills, negotiating targets, cooperating with and supporting|
| | | | |colleagues, following agreed procedures, managing own workload, preparing resources, keeping to |
| | | | |deadlines, maintaining records, notifying of any problems promptly. |
| | |3.2 |Summarise the potential contribution of stakeholders|Contribution of stakeholders, e.g. expertise, personnel, resources, tools or equipment, access to |
| | | |to a specific partnership |new technologies, venue, funding, management practice and experience, policies and procedures, |
| | | | |industry contacts, networking, vocational standards, work placements, assessment opportunities. |
| | |3.3 |Identify boundaries of individual roles and |Boundaries of roles and ownership issues, e.g. level of qualifications, specialist skills, |
| | | |ownership issues within a specific partnership |currency of knowledge, personal attitudes, communication skills, confidence when working outside |
| | | | |comfort zone, transferability of skills, level of experience, conflict of interest, duplication of|
| | | | |effort, requirements of industry, currency of workplace experience. |
| | |3.4 |Review resource implications for a specific |Resource implications, e.g. funding resource development budget, availability, accessibility, |
| | | |partnership and its individual members |ownership, sharing of personnel, tutor and assessor provision, appropriate learning environment, |
| | | | |development of materials, storage and management of resources, storage and issue of tools and |
| | | | |equipment, shared inter/intranet, online resources |
| | |3.5 |Review how a specific partnership is managed |Management and issues, e.g. collaboration between interested parties, involving stakeholders, |
| | | |identifying potential management issues |negotiating responsibilities, agreeing protocols for communication, identifying points of contact,|
| | | | |agreeing information channels, conduct of formal meetings, regular reviewing, sharing outcomes, |
| | | | |use of consultants or advisers as necessary. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to measure and |4.1 |Summarise performance indicators used to measure the|Performance indicators, e.g. negotiated quality measures, student achievement and progression, |
| |report on a partnership’s | |effectiveness of a specific partnership |value-added, benchmarking, meeting performance criteria, cost effectiveness, achievement of action|
| |outputs | | |plans, evaluation from stakeholders/interested parties, formal and informal feedback, |
| | | | |questionnaire outcomes. |
| | |4.2 |Review the effectiveness of a specific partnership’s|Effectiveness of output, e.g. meeting contractual obligations, achieving specific outcome, |
| | | |outputs drawing, valid and reliable data |financial information analysis, cost-benefit analysis, formal evaluation of effectiveness of the |
| | | | |collaboration, deviation from agreed actions, added value, market position, how well partnership |
| | | | |expectations have been met. |
| | |4.3 |Summarise methods of presenting partnership outputs |Presenting outcomes, e.g. summarising responses for formal reporting, written review, formal |
| | | |to interested parties |presentation, partnership meeting, dissemination event, balance sheet, quantitative/qualitative |
| | | | |analysis, presenting against benchmarks, records of achievement, development of qualification, |
| | | | |awarding body recognition, electronic mailing. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Understand how to communicate |5.1 |Summarise methods for effective communication |Communication, e.g. inter-organisation networking, one-to-one, face-to-face, telephone, |
| |effectively within a | |between partners |teleconferencing, email, intranet, written reports, presentations, newsletters, emails, working |
| |partnership | | |groups, buzz groups, briefing paper, briefing note, minutes, bids, proposals, plans, written |
| | | | |report. |
| | |5.2 |Review the communication strategy of a specific |Communication strategy, e.g. regular exchange of information between partners to maintain contact,|
| | | |partnership |dissemination of information, updates on developments, identifying success, promoting continuous |
| | | | |improvement, providing constructive feedback to partners, encouraging two-way discussions, |
| | | | |reinforcement of commitment, using formal and informal approaches to engage those involved. |
| | |5.3 |Review own communication methods and skills as a |Own communication, e.g. type and level appropriate to context, confidence in written and verbal |
| | | |partnership member |communications, standards of written and spoken language, telephone manner, presentation skills, |
| | | | |competence in use of internet technology for electronic mailing, contributing to team working. |
|Learning outcomes |Assessment criteria |Unit amplification |
|6 |Understand the wider context |6.1 |Explain the potential impact of other stakeholders |Impact of stakeholders and agencies, e.g. providing information, influencing decision making, |
| |within which a partnership | |and agencies relating to a specific partnership |advising change in practice, renegotiating partnership agreement requirements, feasibility of |
| |operates | | |improvements, value of continued partnership, addressing system changes, extension of partnership,|
| | | | |investment requirements. |
| | |6.2 |Summarise the impact of key government policies and |Government policies and procedures, e.g. setting targets in light of changes in national economic |
| | | |initiatives on a specific partnership |and political context, demand for more inclusive learning, promoting equality and valuing |
| | | | |diversity, government strategy for 14–19 year olds, demand for apprenticeships, adult basic |
| | | | |skills, work-based learning, reform of teacher training, Moser Report, Dearing Review, Leitch |
| | | | |Report, Wolf Report. |
| | |6.3 |Review ways for a partnership to establish and |Communities of practice, e.g. creation of Advanced Practitioners to share best practice, |
| | | |maintain communities of practice |dissemination events, local and national networking, regional support groups, secondment and |
| | | | |work-shadowing opportunities, training opportunities, liaising with awarding organisations and |
| | | | |higher-education institutions to set up interest groups, membership of vocational or professional |
| | | | |groups, e.g. Institute for Learning. |
Unit 15: Engage Learners in the Learning and Development Process
Unit reference number: F/502/9551
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development teacher or trainer’s competence in helping their students to become engaged and involved in their own learning and development process. The unit includes knowledge and understanding of the role of mentoring but does not include the development of specific mentoring skills. Although it implies assistance and support for students, the unit is not about learning support. The unit also includes working with the student to review their progress.
Target groups
This unit is suitable for teachers or trainers who are focusing on enabling their students to take responsibility for their own learning. The unit highlights the need to provide advice and guidance by focusing more on the student taking responsibility for their own learning and less on didactic teaching.
Assessment requirements
This unit requires learners to undertake practice in a work environment. Practice should be in the appropriate context — either with individuals or with groups of students. Evidence for learning outcomes 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these learning outcomes. The unit is assessed in the workplace.
Primary assessment methods must include observation of performance in a work environment and examining products of work.
Supplementary evidence can be gathered through questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
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.
Suggested unit combinations
Unit 9: Assess Occupational Competence in the Work Environment (Level 3) is a compatible unit in terms of level and the amount and type of evidence required. It also gives students the skills to be able to work independently and prepares them for the assessment process.
Unit 18: Equality and Diversity (Level 4) complements the teaching or training role, to reflect levels of responsibilities, including in the context of organisational requirements.
Unit 24: Preparing for the Mentoring Role (Level 4) where the emphasis is on developing the ways to give individual support for those in roles such as tutor.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand principles and |1.1 |Explain principles of learner engagement in the |Integral to learning, e.g. individual responsibility, self-assessment, promoting reflective |
| |purpose of engaging learners in| |learning and development process |practice, student-centred, ownership of learning, addressing preferred learning style, motivation,|
| |learning and development | | |minimising learning barriers; student-owned outcomes, e.g. based on existing knowledge or skills, |
| | | | |personal goal setting, realistic action planning, value added, raising expectations. |
| | |1.2 |Evaluate the processes and activities used to engage|Theories, e.g. Sylvia Downs memorising-understanding-doing taxonomy, Kolb’s experiential learning |
| | | |learners in learning and development |cycle, Honey and Mumford’s learning styles questionnaire. |
| | | | |Techniques, e.g. one-to-one discussion, self-analysis, learning needs analysis/training needs |
| | | | |analysis, Petty’s medal and mission, individual learning plans. |
| | |1.3 |Explain information and advice learners need for |Information, e.g. pre-course advice and guidance, resulting from initial assessment, course |
| | | |learning and development |materials, handbook, assignment/activity briefs; needs, e.g. support to determine career |
| | | | |aspirations and opportunities, identification of learning needs, individual learning preferences |
| | | | |and styles, learning options, qualifications, financial support available, information technology |
| | | | |use in learning delivery, e.g. online learning, virtual learning environment. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.4 |Analyse learner motivation for learning and |Motivation, e.g. achievement, new knowledge, achieving personal goals, self-confidence, |
| | | |development |improvement in standards or status. |
| | | | |Enhancing, e.g. employability, progression, career development, skills acquisition, extending |
| | | | |experience, continuing professional development requirements, qualification achievement. |
| | |1.5 |Analyse ways to overcome barriers to learning and |Addressing issues, e.g. previous poor experience of learning, lack of recent engagement in |
| | | |development faced by learners |learning activities, fear of failure, lack of confidence, level of knowledge or skills. |
| | | | |Methods to overcome barriers, e.g. target setting, individual learning plan, ownership, |
| | | | |negotiating timescales, providing appropriate support, e.g. positive feedback, tutorial, |
| | | | |mentoring, counselling, learning support, financial. |
| | |1.6 |Explain methods of engaging learners in their own |Methods, e.g. questioning, individual learning plan, self-assessment questionnaire, |
| | | |progress review of learning |competency-based review, evidence based with student gathering progress evidence from others such |
| | | | |as observation reports, witness statements, record of professional discussion, report; success |
| | | | |factors, e.g. frequency, timing, choice of environment for review activities. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the role of |2.1 |Explain how mentoring can engage and motivate |Principles, e.g. developmental, reflective, change facilitation, flexible, personalisation of |
| |mentoring in facilitating | |learners |learning, sharing of knowledge, supporting development of skills and experience, identifying |
| |learning | | |personal learning needs and finding own solutions, student paced, encouraging learning from |
| | | | |success and errors, development of strengths, identification of accomplishments and progress; |
| | | | |functions of mentoring, e.g. KE Kram, vocational, psychosocial. |
| | |2.2 |Summarise the role and characteristics of a mentor |Who, e.g. internal, external, line manager, peer, specialist mentor; characteristics, e.g. formal,|
| | | | |informal, paid, unpaid; role, e.g. understanding of skills required, awareness of needs and the |
| | | | |issues impacting on the individual student. |
| | | | |Personal and professional qualities, e.g. sensitive, non-judgemental, timely and empathic manner, |
| | | | |appreciation of own limitations and when to refer where appropriate. |
| | |2.3 |Analyse mentoring relationships that engage and |Relationships, e.g. adviser, counsellor, confidant/e, listener, role model, experienced |
| | | |motivate learners |practitioner, specialist; relationship characteristics, reflecting student needs, flexible. |
| | | | |Characteristics, e.g. supporting, protecting, challenging, facilitating, positive tone, caring; |
| | | | |choice of mentor, e.g. organisation, own. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to assist and engage |3.1 |Demonstrate working relationships with learners to |Role and responsibilities agreement, e.g. ground rules, relationship expectations, contact |
| |the learner in the learning and| |motivate learning |requirements, monitoring and review arrangements, student, mutual respect, appropriate |
| |development process | | |environment; motivating factors, e.g. involvement in mentor or tutor choice, practitioner valid |
| | | | |experience to match student needs, personalisation, determining own needs, responsive to needs, |
| | | | |negotiation of intended outcomes, non-prescriptive advice and guidance, encouraging |
| | | | |problem-solving approaches, supporting student decision-making processes, choosing methods to meet|
| | | | |needs, facilitating access to people and resources, ownership of achievements, confidence |
| | | | |building, supporting increased transferability of skills. |
| | |3.2 |Provide assistance to learners to encourage them to |Techniques, e.g. giving student ownership, non-prescriptive advice and guidance, encouraging |
| | | |take responsibility for their own learning and |problem-solving approaches, supporting student decision-making processes, encouraging the |
| | | |development |determination of own needs, choosing methods to meet needs, facilitating access to people and |
| | | | |resources, ownership of achievements. |
| | |3.3 |Provide learners with the information and advice to |Informal advice, e.g. personal, examples from experience, generic, based on other anonymous |
| | | |engage in learning and development that meets their |student’s experiences, information gained from employment experience; formal sources, e.g. |
| | | |needs |in-house learning support, careers advisers, external expertise, employment providers, local |
| | | | |government, literature, web resources. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to assist the learner |4.1 |Establish opportunities to review progress with |Opportunities, e.g. recognition of prior learning, learning needs analysis, training needs |
| |in reviewing their own progress| |learners |analysis, individual learning agreement, at stages during learning, summative, intervention; |
| | | | |agreement, e.g. frequency, timing, environment, role of others. |
| | | | |Outcomes of learning, e.g. determining learning achievements, recognition of achievement, |
| | | | |promoting learning from errors, new target setting. |
| | |4.2 |Provide learners with constructive feedback on their|Characteristics, e.g. supportive and constructive, i.e. ‘feedback sandwich’ (praise, criticism, |
| | | |learning and development |praise), directed to intended outcomes, relevant to student, valid, specific to activities |
| | | | |undertaken, owned by the student; empowering student, e.g. recognising achievements, fault |
| | | | |rectification requirements, identification of further learning needs or progression, assessment of|
| | | | |future requirements, questioning, assessment tools, support requirements. |
| | |4.3 |Enable learners to give feedback on their learning |Features, e.g. student led, evidence led, encouraging, timely; techniques, e.g. discussion of |
| | | |experience |student report, reflective practice, questioning, individual learning plan; formal or informal |
| | | | |evaluation and feedback activities, e.g. course/programme review, feedback section on written |
| | | | |assessment feedback. |
| | | | |Scope, e.g. agreed objectives of mentoring relationship, learning targets. |
| | |4.4 |Analyse progress and achievement with learners |Features, e.g. student led, evidence led, encouraging, timely: techniques, e.g. discussion, |
| | | | |reflective practice, questioning; formal or informal evaluation and feedback activities, e.g. |
| | | | |achievement of learning targets, impact on performance, accredited achievements. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.5 |Assist learners in adapting learning and development|Determining need, e.g. supporting reflective activity, discussion, recognising strengths and |
| | | |plans to reflect future learning needs |development needs (i.e. strengths, weaknesses, opportunities and threats), identifying skills, |
| | | | |knowledge or experiences to be addressed, objective setting, action planning, negotiating timing, |
| | | | |suitability of mentoring to meet needs, use with other solutions, resources required, progress |
| | | | |review arrangements, arranging development opportunities. |
Unit 16: Engage with Employers to Develop and Support Learning Provision
Unit reference number: Y/502/9555
QCF level: 3
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess a learning and development practitioner’s competence in working with employers to provide learning opportunities. Opportunities might include work experience placements, apprenticeship programmes or mentoring.
Target groups
This unit is suitable for teachers and trainers whose students are either employees or reliant on an employer to provide work placements or opportunities in their workplace. This is reflected in the unit aim of enabling the teacher or trainer to establish and build a relationship with employers.
Assessment requirements
This unit assesses understanding and occupational competence. Evidence for learning outcomes 3 and 4 must come from performance in the work environment. Practice should be in the appropriate context, i.e. with employers required to develop and support learning provision. Simulations, projects or assignments are not allowed for these learning outcomes.
All learning outcomes in this unit must be assessed using methods appropriate to the learner’s performance. Methods must include: observation of performance in a work environment and examining products of work. Direct evidence of this kind can be supplemented, where necessary, by professional discussion, questioning, looking at practitioner statements and witness testimony.
Centres will need to have Learning and Development approval in order to deliver this unit.
Suggested unit combinations
Unit 9: Assess Occupational Competence in the Work Environment (Level 3) is a compatible unit in terms of level and the amount and type of evidence required. The unit links to the role of many teachers and trainers as work-based learning assessors and reflects issues raised in engaging employers in the learning and assessment process.
Unit 15: Engage Learners in the Learning and Development Process (Level 3) is a compatible unit in terms of level and type of evidence required. The unit engages employers through engaging students in the learning process and providing follow-up to support employers.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand information relating|1.1 |Analyse information sources about individual |Information sources, e.g. government department and agencies, Sector Skills Councils, trade |
| |to employers developing | |employers and employment sectors, locally and |organisations, professional organisations, education and training providers, specialist disability|
| |provision for learners | |nationally |advice organisations, company websites; local or regional, e.g. education and training providers, |
| | | | |Jobcentre, local government, employer or business groups, Chamber of Commerce; information, e.g. |
| | | | |internships, work placement, mentoring, volunteering, government initiatives, apprenticeships; |
| | | | |funding available, e.g. European, national, regional and local funding, private, charitable; |
| | | | |meeting specific needs, e.g. disability requirements support; media, e.g. electronic, paper, such |
| | | | |as trade journals, professional journals, local and national press. |
| | |1.2 |Summarise learning provision available to an |Summarise provision, e.g. one-to-one discussion, presentation, written report; learning provision |
| | | |employer |available, e.g. internal expertise available, education and training organisation offers; choices,|
| | | | |e.g. internal provision development, use of external expertise, workplace delivery, provider |
| | | | |premises, conference facilities, online learning, timing and phasing of employee development, |
| | | | |funding sources. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Summarise legal requirements that apply to employers|Legal requirements, e.g. health and safety, contractual requirements, observing working hours |
| | | |developing and supporting provision for learners |directive, minimum holiday entitlement, equality, meeting disability and access requirements, data|
| | | | |protection, environmental protection, meeting financial obligations, performance or outcome |
| | | | |requirements. |
|2 |Understand how to engage with |2.1 |Explain how to prepare for first contact with |Engagement preparation, e.g. organisational websites, local Chamber of Commerce, business |
| |employers for the benefit of | |employers to discuss learning provision |directories, obtaining contact name(s) and job role information; information to prepare, e.g. |
| |learners | | |nature of opportunities, identification of rival offers, examples of similar employers benefiting |
| | | | |from provision, employer engagement plan; strategies, e.g. cold calling, letter, marketing |
| | | | |materials. |
| | |2.2 |Evaluate employers’ level of interest in providing |Employer interest, e.g. tone of voice, request for more information, previous participation, |
| | | |learning opportunities for learners |observation of body language, language use, response to contact, involvement in employer groups, |
| | | | |level of activity in local employer groups, level of marketing, profile in local press, level and |
| | | | |speed of response to enquiries. |
| | |2.3 |Evaluate strategies that help employers overcome |Overcoming concerns, strategies, e.g. proactive marketing to anticipate needs and demonstrate |
| | | |concerns about offering learning opportunities |awareness of employer needs, anticipating possible concerns, solutions to mitigate or overcome |
| | | | |concerns, examples of business benefits experienced by similar employers, providing reassurance; |
| | | | |offering package to suit employer; identifying the benefits, e.g. solution to skill shortages, |
| | | | |improving productivity, improving capacity for change, employee multi-skilling. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.4 |Explain why employers might need support to provide |Funding related support, e.g. complexity of European, national and local funding programme |
| | | |learning for learners |requirements, selling business benefits to other decision makers, paperwork and reporting |
| | | | |requirements; overcoming negative student stereotypes, e.g. ageism, long-term unemployed, |
| | | | |disabled, ex-offenders; uncertain of legislation requirements, e.g. safeguarding, responsibility |
| | | | |for health and safety, long-term commitment in uncertain economic environment. |
| | |2.5 |Explain the importance of clear channels of |Employer communication needs, e.g. single point of contact, frequency, two-way communication to |
| | | |communication with employers as delivery partners |support employer and gain feedback, consistent, opportunities to develop further working |
| | | | |opportunities; range, e.g. organisation point of contact, specific liaison, reliable contact. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to engage with |3.1 |Provide employers with clear information and advice |Information, e.g. student requirements such as on/off the job training, learning and assessment |
| |employers for the benefit of | |about learning requirements for learners |opportunity access, attendance, minimum wage, hours of work, roles, e.g. mentor, trainer, |
| |learners | | |assessor; student rights and responsibilities, health and safety, safeguarding for young and |
| | | | |vulnerable students. |
| | |3.2 |Provide advice and assistance to employers |Advice, specific student development requirements, e.g. current strengths and areas for |
| | | |delivering learning opportunities |development, any special requirements, sources of special requirement support, feedback from |
| | | | |student as appropriate, additional on-job mentoring, repeat learning opportunities to reinforce if|
| | | | |required, exploring alternative opportunities. |
| | |3.3 |Establish channels of communication for feedback |Communication methods, e.g. face to face, telephone, email, informal reporting, formal written |
| | | |from employers on the progress of learners |reporting. e.g. templates, forms, report; strategies to secure the involvement of the employer; |
| | | | |regular meetings, planning the gathering of feedback, identifying and agreeing mutual feedback |
| | | | |needs, timing, e.g. frequency, formal or informal progress checks, student-prompted, agreed |
| | | | |timing; purpose, e.g. achievement, concerns, regular updating, information gathering, student |
| | | | |progression, identification of potential further employer needs; promoting achievements and |
| | | | |benefits, e.g. success case studies, newsletters, websites. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to evaluate the effect |4.1 |Assess the impact of employer provision on learners’|Benefits, e.g. achievements, confidence, motivation, opportunities for progression, level of |
| |of employer provision on the | |learning outcomes |skills, increased knowledge or understanding, experience, expertise, responsibility, level of |
| |learner and partner | | |desire to continue with the employer or within sector, improved employability. |
| |organisation | | | |
| | |4.2 |Review the impact of employer provision on partner |Impact on partners, e.g. opportunities for work experience or work shadowing, opportunity to |
| | | |organisations |increase range and quality of provision, increased opportunities for training organisation, |
| | | | |increasing capacity within other employer divisions, raising profile of employer and partner, |
| | | | |marketing of provision, response to change and potential for future needs. |
Unit 17: Engage with Employers to Facilitate Workforce Development
Unit reference number: D/502/9556
QCF level: 4
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learner’s competence in designing and delivering learning and development solutions to businesses.
Target groups
This unit is for teachers and trainers whose students are either employees or reliant on an employer to provide work placements or opportunities in their workplace. The unit aims to enable the teacher or trainer to establish and build a relationship with employers.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 5 and 6 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these learning outcomes. There must be valid, authentic and sufficient evidence for all the assessment criteria.
Primary assessment methods must include observation of performance in a work environment and examining products of work. Supplementary evidence for these units can be gathered by questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome. Centres will need to have Learning and Development approval in order to deliver this unit.
Suggested unit combinations
Unit 9: Assess Occupational Competence in the Work Environment (Level 3) is with this unit compatible in terms of the level and amount and type of evidence required. It provides strong links to give students the skills required to be able to work independently and to prepare them for the assessment process.
Unit 15: Engage Learners in the Learning and Development Process (Level 3) is compatible in terms of level and the amount and type of evidence required. The unit has links to employers through engaging students in the learning process and providing follow-up to support employers.
Unit 23: Preparing for the Coaching Role or Unit 24: Preparing for the Mentoring Role (Level 4). These units complement the teaching or training role, exploring the relationship built working one to one with students.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the opportunities |1.1 |Analyse national approaches related to the skilling |Requirements, national drivers, e.g. current government priorities, economic climate, |
| |available for workforce | |and productivity of the workforce in line with |globalisation, evolving and priority sectors, changing workforce demographics, migration and |
| |development | |current legislation and socio-economic requirements |immigration; current legislation and socio-economic information sources, e.g. national and |
| | | | |devolved governments with responsibility for economic, business and skills development websites, |
| | | | |European government legislation. |
| | |1.2 |Explain what constitutes workforce development in a |Business context, e.g. skill shortages, up-skilling, diversification of workforce, new |
| | | |business context |technologies, new services or products, competitiveness, improving productivity, changing markets,|
| | | | |meeting legislation requirements; workforce development, e.g. developing new skills, enhancing |
| | | | |skills, multi-skilling, response to change, e.g. technology, new service or product requirements. |
| | |1.3 |Explain the funding opportunities available for |Funding opportunities, e.g. local, regional, national and European sources, private, charitable or|
| | | |workforce development |public sector funding, sponsorship, special initiatives. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to engage with |2.1 |Analyse information about individual employers and |Information sources, e.g. local and national press, financial press, stock market reports, |
| |employers to promote workforce | |employment sectors, locally and nationally |research papers; websites, e.g. national and devolved government, market analysis, company, |
| |development | | |company annual reports; representative bodies, e.g. Confederation of British Industry, Chambers of|
| | | | |Commerce, specialist trade and industry bodies, professional membership bodies, Sector Skills |
| | | | |Councils, trade unions. |
| | |2.2 |Explain how to gauge employers’ level of interest in|Level of interest when face to face, e.g. observation of body language, language use, questioning,|
| | | |workforce development opportunities |requests for further information, monitoring audience knowledge of understanding of opportunities |
| | | | |and adjusting communications to meet their needs; generic, e.g. response to contact, involvement |
| | | | |in employer groups, level of activity in local employer groups, level of marketing, level and |
| | | | |speed of response to enquiries. |
| | |2.3 |Evaluate methods of approaching and engaging with |Employer workforce development engagement, preparation, e.g. motivation, sector/company knowledge,|
| | | |employers to motivate them to engage in workforce |awareness of current challenges, funding opportunities to support development, identifying |
| | | |development |business benefits; providing information, e.g. case studies, examples, anticipating concerns and |
| | | | |preparation of mitigation responses; engagement strategy, e.g. cold calling, direct marketing, |
| | | | |presentations. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand how to design |3.1 |Analyse what motivates employees to undertake |Motivation theory, e.g. Maslow, Herzberg; individual motivation, e.g. increased confidence, |
| |learning and development | |learning and development in the workplace |increased level of performance, skills diversification, improved status, promotion opportunities, |
| |opportunities in the workplace | | |potential financial gain, improved employability; constraints, e.g. employee contribution to own |
| | | | |development e.g. own time, financial contribution; access, e.g. timing, location. |
| | |3.2 |Explain the key factors to be considered when |Identifying needs, e.g. changing employee skill needs, skill shortages, succession planning, |
| | | |designing learning and development solutions for |workforce diversification, need for competitive advantage, increasing workforce productivity, |
| | | |employers and employees |improving quality, career development; design principles, e.g. aims and objectives, facilities, |
| | | | |student support and learning transfer arrangements, cohort size, identification and provision for |
| | | | |students with special requirements, context, measurement of learning achievement. |
| | |3.3 |Critically compare learning and development |Existing programmes, e.g. in-house, external provider programme, provision leading to national or |
| | | |programmes which already exist with newly- developed|professional specific qualification, economies of scale, newly- developed opportunities, e.g. |
| | | |opportunities |targeted to meet own business needs, flexibility to meet specific employer and employee needs, |
| | | | |time required to develop, development cost, control over location and timing, potential lack of |
| | | | |economies of scale with small employee numbers, narrow outlook with less transfer to wider |
| | | | |business contexts, lack of opportunities to share experiences with others, only employer-specific |
| | | | |recognition of achievement. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to facilitate |4.1 |Identify the sources of support and resources that |Funding, e.g. internal workforce development budget, national government, devolved and/or local |
| |learning and development | |are available from stakeholders |government business and workforce initiatives, European initiatives; workplace support, e.g. line |
| |opportunities in the workplace | | |manager, experienced colleague, mentor, work shadowing; external support, e.g. educational |
| | | | |institutions or training organisations, tutor or assessor, online resources, online support, |
| | | | |specialist support agency. |
| | |4.2 |Explain how employees might overcome obstacles when |Obstacles, e.g. time, resources, attitudes, behaviours, working outside comfort zone, impact on |
| | | |engaging with learning and development |workflow, number of staff requiring opportunities, specialist skills for learning and development,|
| | | | |accreditation of learning. |
| | | | |Mitigation, e.g. benefits of up-skilling, development of transferable skills, increased promotion |
| | | | |potential, increased business efficiency; identifying solutions, e.g. partnership with other |
| | | | |employers, outsourcing provision, local education or training providers. |
| | |4.3 |Explain how to select, support and monitor staff |Staff selection, e.g. expertise, reputation, recommendation, availability, understanding of |
| | | |delivering learning and development solutions |specific business environment, interception on basis of identified need, relevant qualification; |
| | | | |support, e.g. workplace mentoring, human resources, peer support, local education establishment or|
| | | | |training provider, tutor or assessor; monitoring, e.g. student performance, student views, |
| | | | |performance and views of staff supporting learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.4 |Evaluate the impact of workforce development |Monitoring techniques, e.g. practitioner review and report of programme, review, e.g. programme |
| | | |opportunities on: |objectives and actual achievements, activities, materials, student engagement, student progress, |
| | | |employees |student achievement; student feedback, e.g. verbal report, session evaluation forms; programme |
| | | |business |evaluation report; workplace impact evaluation, e.g. line manager report, appraisal, impact on |
| | | | |bottom line, productivity, changed working practice, quality improvement; employee impact, e.g. |
| | | | |motivation, confidence, performance improvement, work enrichment, potential career development |
| | | | |opportunities, qualification achievement. |
|5 |Be able to engage with |5.1 |Research information about the business needs of |Business needs, external information, e.g. sector performance norms, competitor performance, |
| |employers on workforce | |employers in relation to productivity and |business or government targets, markets; internal information, e.g. business indicators, |
| |development issues | |performance |productivity, meeting of business objectives, future business development plans and needs, |
| | | | |response to changing technology, employee skills requirements, development solutions to meet |
| | | | |employer needs; analysis tools, e.g. strengths, weaknesses, opportunities and threats, i.e. SWOT, |
| | | | |political, economic, social and technological, e.g. PESTLE. |
| | |5.2 |Report to employers employee development needs in a |Reporting style, e.g. avoiding jargon, focus on employer needs, delivery of key messages; |
| | | |professional manner |reflecting awareness of employer context, e.g. sector and market, technology changes, legislation |
| | | | |change impact on the employer, potential of workforce development, offering qualifications to meet|
| | | | |the needs of employer, awareness of sector busy periods; approach, e.g. face-to-face meeting, |
| | | | |telephone discussion, presentations, written communication. |
|Learning outcomes |Assessment criteria |Unit amplification |
|6 |Be able to work with employers |6.1 |Prepare information and advice for the employer on |Information, e.g. potential funding sources, workforce development solution options, provider |
| |to facilitate workforce | |solutions relevant to their business |options, availability; advice, e.g. how to review needs, define overarching development strategy |
| |development solutions | | |needs, preparation of development planning and budgeting, development model options, |
| | | | |implementation practice, evaluation of workforce development progress, suitability of external |
| | | | |providers, support opportunities. |
| | |6.2 |Review employer workforce development needs using |Development needs identification, e.g. business objectives and priorities to be supported by |
| | | |methods relevant to the nature of the business and |workforce development activities, methods to identify needs, scope and level of need, e.g. |
| | | |its employees |organisational, job or occupational, individual; methods, e.g. interviewing, business data and |
| | | | |information, current and future business skill needs audit, employee skills audit, appraisal |
| | | | |outcomes, benchmarking; analysis, e.g. training needs, critical incident, using competences; |
| | | | |presentation of findings to key influencers, e.g. written report, presentation, discussion. |
| | |6.3 |Propose solutions that recognise the needs of the |Solutions, factors, e.g. employer determination of workforce development priorities in relation to|
| | | |workforce |business needs, making resources available, including expertise and skills, timing of development,|
| | | | |establishing clear management responsibility, workforce development budget; solution types, e.g. |
| | | | |on-job training, work shadowing, external provider, computer-based learning, coaching or |
| | | | |mentoring, internal or external courses, directed reading. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |6.4 |Implement processes to develop and support the |Roles and responsibilities, e.g. management, HR, internal and/or external training and development|
| | | |workforce within a business partnership with the |practitioners, workforce members, implementation and monitoring of workforce development plans, |
| | | |employer |self-assessment review, formal appraisal to allow for setting of targets and identifying needs, |
| | | | |supporting and responding to feedback. |
| | |6.5 |Provide ongoing evaluation of workforce development |Evaluation for quality improvement, e.g. training and development practitioner, line manager, |
| | | |for the purposes of quality improvement |student, those with quality improvement responsibility, organisation; information for evaluation, |
| | | | |e.g. pre-course skill levels, development progress, end-of-programme outcomes, evaluation |
| | | | |feedback. |
| | | | |Communication of evaluation outcomes, e.g. one-to-one, group discussion, presentation, report; |
| | | | |theory and tools, e.g. Whitelaw and Hamblin training measurement techniques, Kirkpatrick’s |
| | | | |training evaluation model, Rae and Chapman’s 3 test behavioural assessment. |
| | |6.6 |Work with the employer to measure the impact of |Assessing outcome of evaluation techniques, e.g. training measurement techniques, training |
| | | |workforce development on their business |evaluation model, behavioural assessment. |
| | | | |Measuring impact on business performance, e.g. productivity, quality standards, waste or fault |
| | | | |reduction, increased profit, employee confidence, competence, career progression, improvements in |
| | | | |staff retention, motivation, satisfaction. |
Unit 18: Equality and Diversity
Unit reference number: Y/503/5789
QCF level: 4
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to enable learners to understand how to promote equality and value diversity. They will also learn how to work with others to do this and review how they have and can adapt own practice to be inclusive and promote equality.
Target groups
This unit is appropriate for all teachers and trainers with direct involvement in addressing matters of equality and diversity in practice. At this level, this unit offers a greater challenge for those with more responsibility for promoting learning that celebrates and values equality and diversity.
Assessment requirements
Learners are not required to undertake practice for this unit in a work environment. In achieving the unit, learners should show evidence of background reading.
Suggested unit combinations
Unit 8: Action Research (Level 5) gives learners an opportunity to undertake research into an aspect of equality and diversity that relates to their own practice.
Unit 21: Inclusive Practice (Level 4) gives learners an opportunity to put equality and diversity into a practical context.
Unit 23: Preparing for the Coaching Role and Unit 24: Preparing for the Mentoring Role (Level 4) gives learners opportunities to use evidence from the workplace that demonstrates equality and diversity.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the key features of |1.1 |Define the meanings of equality and diversity in the|Diversity and equality, e.g. celebrating differences, range of students and learning needs, |
| |a culture which promotes | |UK context |diversity in race and culture or religion resulting in differences in perspectives and |
| |equality and values diversity | | |perceptions, issues relating achievement to gender or age, social inequalities, issues of language|
| | | | |acquisition and multilingualism, determining restricted or elaborate language codes, avoiding |
| | | | |racial stereotyping, opportunity in employment or progression, dealing with glass ceiling. |
| | |1.2 |Analyse the benefits of promoting equality and |Benefits, e.g. richness of social mix, including class, multi-cultural society, notion of global |
| | | |diversity for individual learners |village, promoting social integration, sense of community, mutual support, broadening the |
| | | | |workforce opportunities and employment opportunities, opportunities for progression, promoting |
| | | | |best practice, addressing learning or physical disabilities, addressing difficulties that hinder |
| | | | |language learning and skills development. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Define legislation, employment regulations and codes|Legislation, employment regulations and codes of practice, e.g. Equality Act, 2010, deaf and |
| | | |of practice relevant to the promotion of equality |visual awareness, equality of opportunity, vocational and professional standards, workplace |
| | | |and valuing of diversity |regulations, Tomlinson, Moser, Higginson, Kennedy, organisation policies and procedures, physical |
| | | | |aspects of environment and accessibility, staff training addressing specific support needs, |
| | | | |Criminal Records Bureau (CRB) procedures, staffing ratios, investment, quality assurance |
| | | | |procedures. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the importance of |2.1 |Reflect on how the promotion of equality and |Risk, e.g. following policies and procedures, CRB checks, tackling discrimination, referral to |
| |promoting equality and valuing | |diversity can protect learners from risk of harm |specialised staff provision, traffic-light system for flagging up student needs or issues, |
| |diversity in lifelong learning | | |rigorous mentoring, recognising symptoms of students at risk, appropriately trained and qualified |
| | | | |learning support staff, investment in specialised provision, tackling issues of stress-related |
| | | | |illness, scaffolding, encouraging student self-help and referral. |
| | |2.2 |Explain actions that can be taken to value |Actions, e.g. ice breakers, promoting intrinsic and extrinsic motivation, negotiating group |
| | | |individual learners |guidelines, facilitating group forming and encouraging positive group dynamics (Tuckman, Belbin), |
| | | | |sharing cultural or social values, awareness raising, developing individual roles and |
| | | | |responsibilities, encouraging sharing of cultural or social experiences, promoting personal |
| | | | |values. |
| | |2.3 |Explain good practice in providing individual |Providing information, e.g. that is current and accurate, appropriate language in delivering |
| | | |learners with information |information, dissemination versus direction, shared ownership and negotiation of information, |
| | | | |translated to recognise and meet students’ needs, using appropriate management strategies and |
| | | | |information systems, providing feedback from your students and from course teams. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to promote equality and|3.1 |Use communication strategies to promote equality and|Communication strategies, e.g. positive use of verbal and non-verbal language, appropriate tone, |
| |value diversity | |diversity |paced to suit needs, non-judgemental, promoting students’ communication skills, respecting |
| | | | |contributions of others, valuing different perspectives, use of transactional analysis in |
| | | | |empowering students, relevance to your students’ experiences and background, translating as |
| | | | |appropriate to language skills or level, understanding principles behind challenging behaviour. |
| | |3.2 |Analyse how own behaviour can impact on an |Impact of own behaviour, e.g. sharing good practice, promoting through own teaching, adapting |
| | | |organisation’s culture in relation to equality and |resources and assessment strategies, promoting an inclusive learning environment for all, working |
| | | |diversity |with others, role and responsibilities as a team member, confronting issues of bullying, |
| | | | |empowering your learners, creating opportunities for sharing and celebrating diversity, liaising |
| | | | |with community groups, sharing good practice, contributing to INSET. |
| | |3.3 |Explain how working with other agencies can promote |Working with other agencies, e.g. liaising with specialised support agencies, enabling students to|
| | | |diversity |access support agencies, working alongside agencies to provide unified approach for supporting |
| | | | |students, working as directed by other agencies to limit the number of people working with |
| | | | |students, contact with employers, working with cultural or community groups, specialist speakers, |
| | | | |specialist visits. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to help others |4.1 |Describe actions by individuals which can undermine |Actions, e.g. limits of language, discrimination, bullying, intimidation, harassment, |
| |in the promotion of equality | |equality and diversity |confrontation, challenging or disruptive behaviours, peer pressure, cultural or religious |
| |and valuing of diversity | | |tensions, social inequality, lack of self-confidence, poor self-image, individual |
| | | | |under-performing, lack of opportunity, poor expectations. |
| | |4.2 |Recommend modifications to systems and structures |Systems and structures, e.g. responding to feedback from students, increased flexibility to allow |
| | | |that do not promote equality and diversity |students greater say in management, engaging students directly in own management, encouraging team|
| | | | |working, sharing good practice, working with community or specialist groups, sharing experiences |
| | | | |and coping strategies, negotiating individual roles and responsibilities, delegating or giving |
| | | | |students responsibility for own and others’ actions. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to review own |5.1 |Reflect on own strengths in promoting equality and |Own strengths, e.g. reflective practice, personal and interpersonal skills, awareness of own |
| |contribution to promoting | |valuing diversity |prejudices, accepting evaluation from others, open to opportunities for improving own skills and |
| |equality and valuing diversity | | |understanding, recognising impact of discriminatory practice, valuing others, responsive and |
| |in lifelong learning | | |empathic, proactive, understanding issues affecting learning, consistent approach in dealing with |
| | | | |challenging behaviour. |
| | |5.2 |Evaluate the impact of own practice in promoting |Impact of own practice, e.g. valuing individuals, awareness raising, intervention, sharing good |
| | | |equality and valuing diversity |practice, student support, promotion of specialist knowledge and expertise, encouraging |
| | | | |communication, challenging negative attitudes, improving accessibility of learning, challenging |
| | | | |discrimination, developing your students’ autonomy, even-handed in dealing with issues, cascading |
| | | | |from training, dissemination upwards within organisation. |
| | |5.3 |Identify areas for further personal development in |Further personal development, e.g. working with specialist colleagues, external CPD opportunities |
| | | |promoting equality and valuing diversity |for improving own skills and understanding, work-shadowing, working alongside a specialist, |
| | | | |observation of experienced colleagues, review of course and assessment design, differentiation of |
| | | | |resource design and use, visits to community groups, good practice groups, working with specialist|
| | | | |agencies. |
Unit 19: Evaluating Learning Programmes
Unit reference number: K/505/1091
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable learners to understand the principles of evaluating learning programmes. They will use evaluation methods and data to understand how they can be used to improve learning programmes. This unit is appropriate for any teacher or trainer involved in working with students, either individually or in groups, in supporting them specifically through coaching. It is especially relevant to those training contexts with skills where individuals need to be coached to achieve the required level of mastery.
Target groups
This unit is suitable for any teacher or trainer involved in delivering and evaluating teaching and learning with individuals or groups of students. This is particularly important for anyone involved in the internal quality assurance of programmes as evaluation is the first stage in developing and improving them.
Assessment requirements
This unit is knowledge based and so there is no need for learners to undertake direct practice. However, whenever practice takes place, it should include opportunities in appropriate contexts in order to utilise evidence. Any evaluation must meet the required standard of research and analysis to demonstrate the requirements of this unit, including referencing and bibliography.
Suggested unit combinations
Unit 22: Internally Assure the Quality of Assessment (Level 4) links to specialist teaching through the requirements of internal quality assurance within a specialist area, this also requires the evaluation of a programme.
Unit 26: Specialist Delivery Techniques and Activities (Level 4) and Unit 27: Teaching in a Specialist Area (Level 4) require learners to evaluate their practice in order to develop and improve it therefore this unit provides a logical extension to either of these optional units.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the principles and |1.1 |Analyse the principles of evaluating learning |Principles, e.g. distinguishing between evaluation (process) and assessment (product), involving |
| |methods of evaluating learning | | |students, reflective practice, including all involved in management of learning, measures of |
| |programmes | | |success, highlighting areas for development, identifying areas for change. |
| | |1.2 |Explain how principles of evaluating learning can be|Applying principles, e.g. at start of programme for planning to meet student needs, during |
| | | |applied to the evaluation of learning programmes |programme to gauge success, at the end of programme to advise change, checking resources and |
| | | | |assessment are fit for purpose, basis of team or organisation review and IQA processes. |
| | |1.3 |Analyse methods used for evaluating the |Evaluation methods, e.g. open and closed Q&A, group discussion – with or without teacher presence,|
| | | |effectiveness of learning programmes. |group representative feedback, formal pro forma, tally sheet, questionnaire, ‘Field of Words’, |
| | | | |‘How do I feel?’, ‘Smiley faces’. |
| | |1.4 |Analyse methods of data collection and analysis used|Data collection e.g. summary of responses, identifying qualitative data generated through |
| | | |to evaluate learning programmes. |questionnaires, statistical or quantitative data from tally sheets, frequency analysis based on |
| | | | |responses to questioning or questionnaires, use of online data collection format. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to plan the evaluation |2.1 |Develop a framework for the evaluation of learning |Evaluation programmes, e.g. mapping into teaching programme, incorporating organisation policies |
| |of a learning programme | |programmes |and procedures, opportunities for engaging your students, agreeing with team members, design, |
| | | | |timings, negotiating responsibilities, planning dissemination, responsibilities for responding to |
| | | | |evaluation. |
| | |2.2 |Devise objectives in order to achieve evaluation |Evaluation aims, e.g. level of learner satisfaction, collecting qualitative and quantitative data,|
| | | |aims |opportunities for differentiation in recognising different student needs, suitability of resources|
| | | | |– including ICT, appropriate support, suggestions for areas for improvement, best and worst |
| | | | |practice, being seen as responsive. |
| | |2.3 |Select methods for evaluating the effectiveness of a|Selecting methods, e.g. open and closed Q&A, group discussion – with or without teacher presence, |
| | | |learning programmes |group representative feedback, formal pro forma ‘Field of Words’, ‘How do I feel?’, ‘Smiley |
| | | | |faces’, appropriate timescales and frequency, online forum. |
| | |2.4 |Select methods for collecting data to evaluate the |Methods of data collection, e.g. recording verbal, use of pro forma, graded responses (avoid |
| | | |effectiveness of a learning programme |middle path), fit for intended students, suitable for extraction of valid and relevant |
| | | | |information, suitable for statistical analysis, avoiding directing responses or skewed data, |
| | | | |unbiased. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to evaluate the |3.1 |Apply selected methods to evaluate the effectiveness|Programme evaluation, e.g. identify target groups, timing of programme evaluation, justifying |
| |effectiveness of a learning | |of a learning programme |need, engage learners, identify others with an interest in evaluating the programme, clarify |
| |programme | | |required outcomes from evaluation, selection of methods fit for purpose |
| | |3.2 |Apply selected methods to collect data to evaluate |Data collection, e.g. allowing time for responses, recording verbal responses, issue and |
| | | |the effectiveness of a learning programme |collection of pro forma, completion of tally sheets, collection of graded responses, allowing |
| | | | |individual or collective responses as appropriate, ensuring anonymity where appropriate. |
| | |3.3 |Analyse data collected to evaluate the effectiveness|Analysing data, e.g. use of software for data manipulation, extracting evidence from qualitative |
| | | |of a learning programme |data, working out ranges and averages from qualitative and quantitative data, identifying |
| | | | |significant data, recognising anomalies, analysing evidence to suit purpose, drawing conclusions |
| | | | |from data analysis |
| | |3.4 |Apply relevant guidelines and legislation relevant |Guidelines, e.g. organisation policies and procedures, legislation for data collection and |
| | | |to data collection and analysis |storage, quality assurance practice, ensuring confidentiality and anonymity, checking reliability,|
| | | | |currency of evidence, checking suitability of data collection, sharing data with those with a |
| | | | |legitimate interest. |
| | |3.5 |Present an analysis of evaluation results |Presenting evaluation results, e.g. written report, table of results, tabulation of qualitative |
| | | | |data identifying statistical patterns, graphic presentation to show comparisons, dissemination to |
| | | | |suit target audience, PowerPoint presentation, informal feedback through teams. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |3.6 |Explain how analysis of evaluation results can be |Improving learning programmes, e.g. contributing to team meetings, contributing to action planning|
| | | |used to improve learning programmes |– individual and team, identifying and sharing good practice, changes to learning and teaching |
| | | | |strategies, development of resources or assessment strategy, identifying areas for personal and |
| | | | |professional development. |
Unit 20: Identify the Learning Needs of Organisations
Unit reference number: H/502/9543
QCF level: 4
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learner’s competence in carrying out learning or training needs analysis for an organisation. ‘Organisation’ in this context is taken to mean any group or team learning together as well as a whole organisation.
Target groups
This unit is suitable for those involved in learning needs analysis and implementation in an organisational context.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 2 and 3 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these learning outcomes.
This unit requires performance evidence of the learner working with real students or staff and customers in a real organisational context.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
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.
Suggested unit combinations
Unit 12: Develop Learning and Development Programmes (Level 4) complements this unit well and encourages the next step after a learning needs audit.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the principles and |1.1 |Explain the principles and practice of learning |Analysis of need, e.g. current, future; levels, e.g. whole organisation, department, team; types of |
| |practices of learning needs | |needs analysis for organisations |analysis, e.g. functional, job, task, use of National Occupational Standards. |
| |analysis for organisations | | |Needs, e.g. knowledge, behaviours, skills, occupational or professional requirements, new skills, |
| | | | |maintaining performance, continuing personal and professional development, future capability; goal |
| | | | |setting, e.g. owned, specific, realistic, timely. |
| | |1.2 |Analyse the factors that can influence the |Organisational, e.g. PESTLE analysis (i.e. political, economic, social, technological, legal, |
| | | |identification of organisational learning needs |environmental), SWOT analysis (i.e. strengths, weaknesses, opportunities, threats). |
| | | | |Change, e.g. working practice, productivity, legislation, team skill mix, occupational and |
| | | | |professional requirements, management systems, organisation change, new products or services |
| | | | |introduction, skill shortage. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Explain why it is important to gain the support and |External, e.g. shareholders, trustees, government departments, funding sponsor business; internal,|
| | | |commitment of relevant people |e.g. directorate, senior management. |
| | | | |Importance, e.g. financial investment, resource allocation, collaborative environment. |
| | |1.4 |Review the methodologies required for a learning |Quantitative, e.g. performance data, productivity, quality or delivery of products or services, |
| | | |needs analysis |financial record, staff retention, PESTLE analysis (political, economic, social, technological, |
| | | | |legal, environmental), SWOT analysis (strengths, weaknesses, opportunities and threats), skills |
| | | | |matrix, inspection reporting, benchmarking against other organisations. |
| | | | |Qualitative, e.g. interviewing, observation, staff satisfaction, staff appraisal records. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to conduct learning |2.1 |Confirm the purpose and aims of learning needs |Individual staff, e.g. recognition of prior learning, current level of skills, knowledge or |
| |needs analysis for the | |analysis with relevant people |understanding, strengths, learning needs, opportunities, goals. |
| |organisation | | |Organisation, e.g. strengths and weaknesses, developing and emerging development needs, external |
| | | | |influences such as government departments and funding |
| | |2.2 |Select the organisational learning needs analysis |Selection, e.g. Boydell and Leary Levels of Performance and Need, PESTLE analysis (i.e. political,|
| | | |methodology |economic, social, technological, legal, environmental), SWOT analysis (i.e. strengths, weaknesses,|
| | | | |opportunities and threats), staff retention and continuing professional development opportunities,|
| | | | |self-assessment, skills matrix, competency assessment, interviewing, observation, financial |
| | | | |performance, inspection evidence, benchmarking against other organisations, appraisal records. |
| | |2.3 |Apply the organisational learning needs analysis |Scope, e.g. whole organisation, occupational or professional group, team. |
| | | |methodology |Ways, e.g. performance data such as performance level, productivity, strengths and development |
| | | | |opportunities, threats such as funding, position in relation to league tables, organisation and |
| | | | |individual development needs. |
| | |2.4 |Analyse the learning needs of the organisation |Organisational needs, e.g. professional standards, performance gaps. |
| | | | |Level of need, e.g. whole organisation, occupational or professional group, individual. |
| | | | |Investment, e.g. priority, timescales, resources, technology, change. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.5 |Review methods of communicating findings from |Methods, e.g. individual discussion, group discussion, presentation; report; data presentation |
| | | |learning needs analysis to relevant people in |methods, e.g. cause and effect diagrams, tables, charts, e.g. Pareto, flow, bar, pie, line. |
| | | |organisations |Relevant people, e.g. directorate, senior management, HR, government departments, funding sponsor,|
| | | | |trustees. |
|3 |Be able to agree organisational|3.1 |Present recommendations for learning and development|Recommendations, e.g. learning needs analysis, report, self-assessment review, formal presentation|
| |learning and development plans | |to relevant people |to select groups or whole organisation, discussions with focus groups or teams. |
| |with relevant people | | |Relevant people, e.g. board, trustees, senior management, HR, line managers, employees. |
| | |3.2 |Review and revise priorities with relevant people |Priorities, e.g. business benefits of training and development, return on investment, likely |
| | | | |success, evaluating risks, urgency, timescales, scope, learning and development activity options; |
| | | | |relevant people, e.g. board, trustees, senior management, HR; influencing skills, e.g. Gary Yukl |
| | | | |model of influencing tactics; negotiation skills. |
Unit 21: Inclusive Practice
Unit reference number: L/503/5384
QCF level: 4
Credit value: 15
Guided learning hours: 50
Unit aim
The aim of this unit is to develop learners’ understanding of inclusive practice.
It covers 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.
Target groups
This Level 4 unit is useful for those in a teaching or training role who have responsibility to create an inclusive working environment. It is suitable for teachers and trainers with some responsibility for the management of training.
Assessment requirements
There is no requirement for learners to undertake practice for this unit. To achieve the unit, learners will need to show supporting evidence from literary sources.
Suggested unit combinations
Unit 26: Specialist Delivery Techniques and Activities (Level 4) can be used to extend learning from the mandatory units. It emphasises meeting the needs of individual students and implementing specialist delivery techniques and activities within the requirements of an inclusive learning environment.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand factors which |1.1 |Review the impact of personal, social and cultural |Factors, e.g. age, gender, confidence, peer pressure, cultural or religious attitudes, educational|
| |influence learning | |factors on learning |backgrounds, financial situation, development of language, multilingualism, social or cultural |
| | | | |barriers. |
| | |1.2 |Review the impact of different cognitive, physical |Abilities, e.g. nature-versus-nurture, reading ability, analytical skills, aptitude, skill |
| | | |and sensory abilities on learning |development, specific learning disabilities, physical disability, visual awareness, hearing |
| | | | |impairment. |
|2 |Understand the impact of policy|2.1 |Summarise policy and regulatory frameworks relating |Frameworks, e.g. Equality Act, 2010 deaf awareness, visual awareness, Tomlinson, Moser, Higginson,|
| |and regulatory frameworks on | |to inclusive practice |Kennedy, Equality of Opportunity, 14-19 curriculum, increased flexibility programmes (IFP), |
| |inclusive practice | | |professional and vocational standards. |
| | |2.2 |Explain how policy and regulatory frameworks |Influences, e.g. Criminal Record Bureau procedures, staffing ratios, nominated roles and |
| | | |influence organisational policies relating to |responsibilities, quality assurance procedures, complaints procedures, marketing and promotion of |
| | | |inclusive practice |courses, organisational policies, staff and student charter, requirement for CPD, accessibility. |
| | |2.3 |Explain how policy and regulatory frameworks |Influences, e.g. awareness of the current legislation, recognising own roles and responsibilities,|
| | | |influence own inclusive practice |reviewing own approaches, promoting through own approach to teaching, working with others to |
| | | | |promote inclusive practice, confronting issues, creating opportunities for sharing inclusive |
| | | | |practice. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand roles and |3.1 |Summarise own role and responsibilities relating to |Own role and responsibilities, e.g. working with organisation policies, promoting inclusive |
| |responsibilities relating to | |inclusive practice |practice, promoting student inclusion, challenging inappropriate behaviours, giving students |
| |inclusive practice | | |responsibility for own actions, celebrating successes, encouraging self- and peer assessment, |
| | | | |recognising the need for boundaries. |
| | |3.2 |Explain the relationship between own role and the |Relationship, e.g. acknowledging own limitations, liaising in-house or with alternative agencies |
| | | |roles of other professionals involved in inclusive |to support students, negotiating on behalf of your students, working with learning support for |
| | | |practice |specific learning needs (SEN), offer of testing, seeking guidance from others such as advanced |
| | | | |practitioners. |
| | |3.3 |Identify points of referral available to meet |Points of referral, e.g. organisation resources and policies for support and referral process, |
| | | |individual learning needs |‘traffic-light’ system, referring students for functional (basic/keys skills), tutorial or mentor |
| | | | |support, specialist subject support, employer or work-based learning provider, counselling, |
| | | | |external agencies where appropriate. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to create and |4.1 |Review key features and benefits of an inclusive |Key features and benefits, e.g. promoting an inclusive approach to teaching and learning, |
| |maintain an inclusive learning | |learning environment |motivating your students, celebrating achievements, respect for others, creating a positive |
| |environment | | |attitude, creating a culture of tolerance, empowering your students, shared responsibilities, |
| | | | |collaborative working. |
| | |4.2 |Analyse ways to promote equality and value diversity|Promoting quality and valuing diversity, e.g. creating opportunities for sharing and celebrating |
| | | | |diversity, positive attitude to individuals, engaging students, empowering individuals, |
| | | | |encouraging team working, working with community or specialist groups. |
| | |4.3 |Analyse ways to promote inclusion |Promoting inclusion, e.g. following organisation policies and procedures, own approach to |
| | | | |teaching, working with others, tackling discrimination, confronting issues of bullying, empowering|
| | | | |students, encouraging best practice, rewarding successes, positive attitude. |
| | |4.4 |Review strategies for effective liaison between |Strategies, e.g. regular contact, by phone, email, meetings, follow-up, involve professionals with|
| | | |professionals involved in inclusive practice |students in and outside sessions, share information, keeping in up to date, keeping others |
| | | | |informed. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Understand how to evaluate own |5.1 |Review the effectiveness of own inclusive practice |Effectiveness of practice, e.g. use of SWOT analysis, formal and informal evaluation from your |
| |inclusive practice | | |students, use of peer evaluation, SAR (Self Assessment Review), discussions with colleagues or |
| | | | |line manager, outcomes of observation feedback. |
| | |5.2 |Identify own strengths and areas for improvement in |Improvement, e.g. use of reflective practice, self-awareness, open to improving own skills and |
| | | |relation to inclusive practice |understanding, recognising impact of discriminatory practice, valuing contributions of others, |
| | | | |responsiveness, ability to be proactive, amenable to change. |
| | |5.3 |Plan opportunities to improve own skills in |Opportunities, e.g. working with others to inform and develop own practice, identifying |
| | | |inclusive practice |opportunities for CPD, visits to other organisations, observations or work-shadowing, working |
| | | | |alongside a specialist, specialist or awarding organisation or training. |
Unit 22: Internally Assure the Quality of Assessment
Unit reference number: A/601/5321
QCF level: 4
Credit value: 6
Guided learning hours: 45
Unit aim
The aim of this unit is to assess the performance of a learning and development practitioner with responsibility for the internal quality assurance of assessment.
Target groups
This unit is suitable for those who have responsibility for the internal quality assurance of assessment. It will help teachers, trainers, course leaders, to understand internal quality assurance processes.
Assessment requirements
This unit is assessed in the workplace and all evidence for all learning outcomes for this unit must come from performance in the work environment. Simulations are not allowed. All learning outcomes in this unit must be assessed using methods appropriate to the learner’s performance. As a minimum, the assessment of this unit must include monitoring of at least two assessors – each with a minimum of two candidates of their own. The range of direct evidence must include: observation of practice, examination of products of work and questioning of the learner.
This can be supplemented, where necessary, with professional discussion, reflective accounts or witness statements. One piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
Supporting evidence for this unit can potentially include any of the following:
• quality assurance policy, documents, data protection, summaries of key documentation, for example awarding organisation documentation, organisation procedures and legal requirements, for example review/self-assessment review policies/documentation
• organisation management structure – indicating roles/responsibilities for internal quality assurance and planning, for example annual planner, visits of external quality assurance bodies
• samples of assessment tracking/logging pro forma, evaluation pro forma
• quality assurance plan indicating, for example how is involved, the timing, information required, administrative arrangements
• records of formal/informal assessment according to organisational and/or awarding body requirements for standardisation
• external quality assurance planning documents
• minutes of team meetings associated with standardisation/quality assurance.
Understanding of the significance of supporting evidence should be checked (this may be done through discussion or in writing).
Suggested unit combinations
Unit 13: Developing, Using and Organising Resources in a Specialist Area (Level 5), this unit combination enables learners to explore resource development for assessment purposes.
Unit 27: Teaching in a Specialist Area (Level 4) where the requirements of internal quality assurance link this unit to specialist teaching.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Be able to plan the internal |1.1 |Plan monitoring activities according to the |Monitoring activities, e.g. standards, product versus process, for students, assessors, trainers, |
| |quality assurance of assessment| |requirements of own role |teachers, tutors, employers and others; timing and context, e.g. per assessment, at planning |
| | | | |stage, ongoing/interim or final, per unit, term, annual, intervention; range of methods, e.g. |
| | | | |observation, examination of product, questioning, witness statements, self-assessment; information|
| | | | |collection, interrogation/analysis of data collected. |
| | |1.2 |Make arrangements for internal monitoring activities|Monitoring approaches, e.g. every student, assessor, location, unit of assessment, assessment |
| | | |to assure quality |method; standardisation meetings, e.g. current and new standards, completing documentation, |
| | | | |standardising approaches; timings, frequency, risk, i.e. traffic-light system flags up those at |
| | | | |risk; reviewing and monitoring of practice, observation of practice, interviews, feedback from |
| | | | |students/peers/ employers, sharing good practice, work-shadowing; product and process checks. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to internally evaluate |2.1 |Carry out internal monitoring activities to quality |Internal monitoring activities, e.g. every student, assessor, location, unit of assessment, |
| |the quality of assessment | |requirements |assessment method; standardisation meetings, e.g. examination of product evidence, completing |
| | | | |documentation; flexibility to take account of emerging needs, timings, observation of practice, |
| | | | |interviews, feedback from students/peers/ employers, sharing good practice, work shadowing. |
| | |2.2 |Evaluate assessor expertise and competence in |Evaluate staff records, e.g. CV, CPD, updating of qualifications, self-assessment report, student |
| | | |relation to the requirements of their role |achievement records, progress checks, currency of occupational experience/expertise; knowledge of |
| | | | |regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils, awarding organisations, |
| | | | |Institute for Learning; other regulations, e.g. health and safety, equality and diversity, |
| | | | |safeguarding students during assessment; standardisation, moderation and verification of |
| | | | |assessment. |
| | |2.3 |Evaluate the planning and preparation of assessment |Planning and preparation of assessment processes, e.g. standards, product versus process, |
| | | |processes |involvement of students, assessors, trainers, teachers, tutors, employers, others; timing and |
| | | | |context, e.g. formative, summative, work-based, skills, knowledge, understanding; range of |
| | | | |methods, e.g. observation, examination of product evidence, questioning, witness statements, |
| | | | |professional discussion; quality assurance of process and product; recording and sharing outcomes.|
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.4 |Determine whether assessment methods are safe, fair,|Assessment methods, e.g. observation, performance evidence, discussion, witness or student |
| | | |valid and reliable |statement; assessment of knowledge or understanding, e.g. tests, multiple-choice questions, |
| | | | |written assignment tasks, reflective journal, verbal questioning, discussions; fit for purpose, |
| | | | |e.g. students’ needs, context, measures of achievement, i.e. performance criteria, assessment |
| | | | |criteria; practical limitations, e.g. numbers involved, range, opportunity, time constraints, |
| | | | |resources, staffing, observation of performance, examining products of work, questioning the |
| | | | |student, discussing with student, use of others, i.e. witness testimony, student statements, |
| | | | |recognising prior learning. |
| | |2.5 |Determine whether assessment decisions are made |Assessment decisions, e.g. meeting outcomes and objectives identified in assessment plan, evidence|
| | | |using the specified criteria |is coherent, accessible, realistic, relevant, can be identified as attributed to the student, |
| | | | |achieved within time constraints; credible and compatible with learning programme and required |
| | | | |assessment outcomes, e.g. context, adhering to organisation, industry, awarding body and |
| | | | |government requirements and standards. |
| | |2.6 |Compare assessor decisions to ensure they are |Decisions addressing quality standards, e.g. awarding organisations, Sector Skills Councils, |
| | | |consistent |regulatory bodies, employers, standards to meet external bodies; standardisation of assessment |
| | | | |practice, e.g. assessment is reliable, fair, safe, consistent across assessors and students; |
| | | | |context, e.g. appropriate to range of evidence, reflecting nature, level of qualification; |
| | | | |uniformly applied and judged without bias, robust and can be replicated. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to internally maintain |3.1 |Provide assessors with feedback, advice and support,|Feedback, e.g. one-to-one, written and verbal, formal and informal, online, team meetings, staff |
| |and improve the quality of | |including professional development opportunities, |review, i.e. SAR; forms of support, e.g. from colleagues, mentor, line manager, quality manager, |
| |assessment | |which help them to maintain and improve the quality |specific subject or additional needs support, i.e. functional skills, CPD. |
| | | |of assessment | |
| | |3.2 |Apply procedures to standardise assessment practices|Procedures, e.g. complying with awarding body, National Occupational Standards requirements; team,|
| | | |and outcomes |assessor standardisation, e.g. observations of practice, standardisation meetings, sharing good |
| | | | |practice, observation of peers, work shadowing, feedback, comparisons of process and product; |
| | | | |evaluation procedures with students, colleagues, managers, employers. |
|4 |Be able to manage information |4.1 |Apply procedures for recording, storing and |Procedures to maintain records, e.g. observation and interview, discussion records, written |
| |relevant to the internal | |reporting information relating to internal quality |records, video, audio; student and witness statement; record of product, e.g. quality assurance |
| |quality assurance of assessment| |assurance |tracking and logging documents, assessor action plans; recording evidence in a way that can be |
| | | | |shared, e.g. use of technology, team meetings, assessment or standardisation meetings. |
| | |4.2 |Follow procedures to maintain confidentiality of |Maintaining confidentiality, e.g. secure environment for providing feedback to student; |
| | | |internal quality assurance information |safeguarding recording and storage of information, e.g. organisational procedures, data |
| | | | |protection, security and safety of paper-based records, electronic formats for recording and |
| | | | |storage and electronic safeguards; identifying those with legitimate access and limiting access. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to maintain legal and |5.1 |Apply relevant policies, procedures and legislation |Policies, procedures and legislation, e.g. Ofqual, Sector Skills Councils, awarding organisations,|
| |good practice requirements when| |in relation to internal quality assurance, including|Institute for Learning; other regulations, e.g. health and safety, equality and diversity |
| |internally monitoring and | |those for health, safety and welfare |including bilingualism where appropriate, e.g. Welsh speakers or those for whom English is not |
| |maintaining the quality of | | |their first language, data protection; organisational policies and procedures for quality |
| |assessment | | |assurance, e.g. safeguarding students during assessment, standardisation, moderation and |
| | | | |verification of assessment; qualifications and occupational competence of assessors, professional |
| | | | |updating, CPD requirements. |
| | |5.2 |Apply requirements for equality and diversity and, |Equality and diversity, e.g. visual auditory impairment, physical disability, bilingualism; |
| | | |where appropriate, bilingualism, in relation to |flexibility in approach to planning of assessment and quality assurance, e.g. negotiating |
| | | |internal quality assurance |timing/context, providing additional resources where appropriate, recognising additional support |
| | | | |needs, alternative approaches/evidence. |
| | |5.3 |Critically reflect on own practice in internally |Reflective practice, e.g. self-assessment, evaluation, SWOT analysis (i.e. strengths, weaknesses, |
| | | |assuring the quality of assessment |opportunities, threats), realistic goals and targets for own development in relation to quality |
| | | | |assurance, using feedback from students, colleagues, managers, external evaluators, other |
| | | | |individuals and professionals, self- and quality team reviews, formal and informal evaluation |
| | | | |procedures, observation reports, outcome from appraisal, milestones, monitoring and modifications,|
| | | | |updating knowledge, occupational expertise, skills and self-confidence, modifications to |
| | | | |assessment plans, developing technologies to extend and enhance assessment process, contributing |
| | | | |to curriculum development. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |5.4 |Maintain the currency of own expertise and |Currency using review of competence, e.g. identifying constraints and opportunities, action |
| | | |competence in internally assuring the quality of |planning, establishing realistic goals and targets for own occupational competence, updating |
| | | |assessment |occupational expertise, skills and self-confidence, modifications to assessment plans, exploring |
| | | | |alternative approaches to assessment, changes in policies, procedures or regulations relating to |
| | | | |assessment, technologies to develop and improve own assessing, CPD, awarding organisation |
| | | | |provision for professional updating, monitoring Sector Skills Council websites. |
Unit 23: Preparing for the Coaching Role
Unit reference number: J/505/0188
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
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.
This knowledge-based unit is intended to prepare the learner for the coaching role through developing their understanding of the responsibilities required for creating an effective coaching relationship in a specific context. The unit gives learners the opportunity to consider the personal skills required in developing the coaching role, alongside the legal and organisational requirements necessary for safeguarding both coach and learner. This unit addresses the need to understand how to identify client goals and outcomes from the process.
Target groups
This unit is appropriate for teachers and trainers involved in working with students, either individually or in groups supporting them through coaching. The unit is especially relevant to those training contexts with skills where individuals need to be coached to achieve the required level of mastery.
Assessment requirements
There is no requirement for learners to directly undertake practice in order to achieve this unit, as this is a knowledge-based unit underpinning the practice of coaching in education and training. However practice should include opportunities in the appropriate context in order to draw upon evidence to support the analysis. This must achieve the required standard of research and analysis to demonstrate the Level 4 requirements of this unit, including referencing and bibliography.
Suggested unit combinations
Unit 26: Specialist Delivery Techniques (Level 4) provides a good match for this unit as coaching can provide a type of specialist technique, particularly in training contexts.
Unit 33: Working with Individual Learners (Level 4) is a compatible unit in terms of the type of evidence required. It is complementary to the role of many teachers and trainers where an element of student coaching is required.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand own role and |1.1 |Analyse the skills and qualities required for a |Skills, e.g. awareness of needs and issues impacting on individual student, understanding of |
| |responsibilities in relation to| |specific coaching role |skills required in dealing with range of needs, up-to-date knowledge of appropriate rules or |
| |coaching | | |standards, competent at negotiation, use of mastery techniques. |
| | | | |Qualities, e.g. appreciation of own limitations, understanding limitations in others, acting as |
| | | | |role model, effective communicator, facilitating, building confidence. |
| | |1.2 |Explain how own values, behaviours, attitudes and |Impact, e.g. awareness of needs and issues impacting on others, viewed as understanding and |
| | | |emotional awareness can impact on the coaching role |approachable, uncritical and open minded in encouraging development, understanding approaches to |
| | | | |dealing with a range of students, appreciation of when to refer and who to refer to, able to share|
| | | | |experience or knowledge, exploring issues and solutions, ability to both encourage and challenge, |
| | | | |achievable targets, recognising limitations in others. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Explain why it is important to establish ground |Ground rules, e.g. establishing legal requirements, organisation policies and procedures, |
| | | |rules for engagement and boundaries in a coaching |negotiating ground rules to suit all parties, devising intervention strategy, instilling and |
| | | |relationship |developing appropriate core values and positive attitudes in learners. |
| | | | |Boundaries, e.g. recognising potential for conflict of interest, encouraging student rather than |
| | | | |mentor responsibility, negotiating shared purpose, demonstrating consistent approach, establishing|
| | | | |time constraints or timescales, recognising specific issues leading to disengagement, recognising |
| | | | |limit of own capabilities. |
| | |1.4 |Explain the importance of acting according to |Ethical, e.g. recognising potential for conflict of interest, identifying individual needs and how|
| | | |ethical and professional standards in a coaching |to improve performance, appropriate level and type of support, providing guidance or direction, |
| | | |relationship |appropriate level of challenge, encouraging practice, duty of care, recognising own limitations, |
| | | | |undertake risk assessment for safety of coach and learner. |
| | | | |Professional standards e.g. establishing legal requirements, national professional or vocational |
| | | | |standards, sharing organisation policies and procedures, code of conduct, establishing ground |
| | | | |rules, intervention strategy, creating a safe environment for coach and learner, recognise |
| | | | |personal and professional limits of responsibility, appropriate use of referral. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.5 |Analyse ways of building a relationship with a |Rapport, e.g. establishing trust, providing secure context, minimising barriers to achievement, |
| | | |client in a coaching role |consistency of approach, reliability, addressing conflicts of interest, shared outcomes, positive |
| | | | |feedback, medal-and-mission, demonstrating skills. |
| | | | |Building relationship, e.g. proactive in anticipating needs, appropriate language, clear guidance,|
| | | | |demonstrating appropriate values, participating, negotiating with student or students, mirroring |
| | | | |to encourage learner confidence. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the use of coaching |2.1 |Analyse the benefits of coaching in a specific |Benefits of coaching, e.g. helping learners to explore their own issues, suggesting solutions to |
| |in a specific context | |context |enable learner choice, building confidence, building and dismantling scaffolding enabling student |
| | | | |to feel in control, supporting change, encouraging student in prioritising, action planning to |
| | | | |achieve objectives |
| | | | |Practical applications, e.g. understanding of requirements, identifying specific targets, |
| | | | |breakdown of issues into bite-sized chunks to become more manageable, clarifying required |
| | | | |outcomes, referral for specific learning needs, encouraging peer working. |
| | |2.2 |Analyse the impact of coaching on individual |Learning, e.g. identifying preferred learning styles, identifying skills or knowledge gap, |
| | | |learning and development |motivation, personal management skills, problem solving, working with others, addressing time |
| | | | |management issues, improving skills, personal target setting. |
| | | | |Development, e.g. able to use SWOT analysis to provide owned targets, identify specific outcomes, |
| | | | |discussing factors to be considered in action planning, recognising realistic timescales, |
| | | | |developing reward system to encourage achievement. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.3 |Explain legal and organisational requirements in a |Data protection, e.g. legal constraints on confidentiality, organisation policies and procedures, |
| | | |specific context relating to: |conflict of interest, safe storage of all records, limiting access to information. |
| | | |data protection; |Privacy, e.g. professional or vocational standards, provision of secure context, creating safe |
| | | |privacy; |environment, respecting the individual. |
| | | |confidentiality; and |Confidentiality, e.g. establishing trust, minimising barriers, sharing confidences, establishing |
| | | |safeguarding and disclosure |limits of confidentiality, consistency, reliability, conflicts of interest, establishing an |
| | | | |appropriate intervention strategy. |
| | | | |Safeguarding and disclosure, e.g. organisation policies and procedures, traffic-light systems for |
| | | | |flagging issues, appropriate behaviours, addressing requirements for inclusion and equality of |
| | | | |opportunity, negotiation of issues of disclosure, disciplinary and referral procedures, sensitive |
| | | | |appointment and management of mentors, associated training provision. |
| | |2.4 |Identify sources of support to deal with issues |Expertise, e.g. assignment of mentor in case of own crisis of confidence, peer teaching, |
| | | |which are outside of own expertise or authority |specialist coaching where higher level of skills required or lacking current standards, specific |
| | | | |language requirements, specific learning needs. |
| | | | |Authority, e.g. experienced coach to cope with conflict of interest or unresponsive student, line |
| | | | |manager in issues of discipline, provision of specialist skills or resources, vocational |
| | | | |specialist for work place issues, personal counselling in issues of dependence. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.5 |Explain what constitutes a safe and comfortable |Safe environment, e.g. appropriate physical environment for student to experiment, appropriately |
| | | |environment for a coaching session |secure for level of challenge, promoting a positive climate where learner feels confident, |
| | | | |scaffolding. |
| | | | |Comfortable environment, e.g. appropriate to learner needs, appropriate level of challenge, |
| | | | |opportunities to build skills at suitable pace for learner, reinforce through practice, provide |
| | | | |positive feedback, medal-and-mission, supported. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand how to identify |3.1 |Analyse ways of identifying and agreeing outcomes |Identifying, e.g. active listening to encourage communications, responding to learners to identify|
| |client goals and outcomes | |and goals with clients |coaching needs, questioning and challenging ideas, sharing own experiences, offering alternative |
| | | | |perspective, exploring possible short- and long-term goals, applications for skills, opportunities|
| | | | |for practice. |
| | | | |Agreeing, e.g. empowering individual choices, TNA/LNA to identify specific issues, negotiating |
| | | | |target setting, discussing factors to be considered in action planning, recognising realistic |
| | | | |timescales, developing reward system to encourage achievement. |
| | |3.2 |Explain the role of a coaching agreement |Coaching agreement, e.g. self-assessment, skills analysis, identify areas for improvement, |
| | | | |providing shared purpose, required resources, establish individual responsibilities, appropriate |
| | | | |to individual needs and abilities, timescales for coaching agreement, requirement for support, |
| | | | |intervals for monitoring and reviewing progress. |
| | |3.3 |Explain the importance of agreeing with the client |Agreeing records, e.g. recording progress and achievements, value-added, achievable SMART targets,|
| | | |records of interaction and progress towards agreed |empowering learner, building confidence, highlighting rewards, celebrating achievements, |
| | | |objectives and goals |establishing and recording of short-and long-term targets, timescales for achievement, learner |
| | | | |able to review own progress, setting new goals, tutor’s individual records of progress, |
| | | | |identifying distance travelled. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |3.4 |Analyse client responsibility and autonomy for |Responsibility, e.g. self assessment, recording own progress, able to share outcomes, ownership of|
| | | |making changes |targets, set own timescales for meeting goals, bite-sized to suit individual needs and abilities, |
| | | | |liaising with support provision. |
| | | | |Autonomy, e.g. development of appropriate skills, application of new knowledge, mapping own |
| | | | |routes, developing employment skills; opportunities to review and monitor own progress, e.g. at |
| | | | |regular intervals, as the need arises, at the achievement of specific goals. |
Unit 24: Preparing for the Mentoring Role
Unit reference number: L/505/0189
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
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.
This is a knowledge-based unit designed to help individuals involved in mentoring to understand their role and responsibilities in relation to working in a mentoring context. The unit considers the personal skills required in building a rapport alongside the legal and organisational requirements necessary for safeguarding both mentor and mentee when applied to mentoring in a specific context. The unit also addresses the need to understand how to identify client goals and outcomes from the mentoring process.
Target groups
This unit is appropriate for any teacher or trainer involved in working with students on a one-to-one basis as a mentor, and to support students specifically in developing strategies to encourage individual responsibility in their own development. This unit is available as an optional unit for the Certificate and Diploma in Education and Training and can also be used for continuing professional development.
Assessment requirements
As this is a knowledge-based unit there is no requirement for learners to undertake practice, to achieve it. However, practice should include opportunities in the appropriate context − working with individual students and with others in supporting students to achieve outcomes. This unit requires evidence of background reading, appropriately referenced and supported by a bibliography.
Suggested unit combinations
Unit 26: Specialist Delivery Techniques and Activities (Level 4) relates well to the mentoring role as specialist delivery can often involve mentoring. Appropriate evidence can therefore be derived from practice relating to both supporting mentoring and specialist delivery.
Unit 33: Working with Individual Learners (Level 4) is a compatible unit in terms of the type of evidence required. It is also complementary to the role of many teachers and trainers as working with individual students usually involves an element of mentoring.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand own role and |1.1 |Analyse the skills and qualities required for a |Skills, e.g. understanding the need for different approaches, awareness of needs and the issues |
| |responsibilities in relation to| |specific mentoring role |impacting on the individual, providing scaffolding, appreciation of own limitations, understanding|
| |mentoring | | |the context and requirements of the role. |
| | | | |Qualities, e.g. active listener, empowering, sensitive, understanding, non-judgemental, timely and|
| | | | |empathic manner, informed, reliable, trustworthy. |
| | |1.2 |Explain how own values, behaviours, attitudes and |Impact, e.g. awareness of needs and issues impacting on others, viewed as understanding and |
| | | |emotional awareness can impact on the mentoring role|approachable, uncritical and open-minded in encouraging disclosure, understanding approaches to |
| | | | |dealing with a range of students, appreciation of when to refer and who to refer to, ability to be|
| | | | |a ’critical friend’, able to share experience or knowledge, exploring issues and solutions, |
| | | | |ability to both encourage and challenge. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Explain why it is important to establish ground |Ground rules, e.g. establishing legal requirements, organisation policies and procedures, |
| | | |rules for engagement and boundaries in a mentoring |negotiating ground rules to suit all parties, devising intervention strategy, instilling and |
| | | |relationship |developing appropriate core values and positive attitudes in students. |
| | | | |Boundaries, e.g. recognising potential for conflict of interest, encouraging student rather than |
| | | | |mentor responsibility, negotiating shared purpose, demonstrating consistent approach, establishing|
| | | | |time constraints or timescales, recognising specific issues leading to disengagement, acknowledge |
| | | | |limit of own capabilities. |
| | |1.4 |Explain the importance of acting according to |Ethical, e.g. recognising potential for conflict of interest, individual responsibilities, |
| | | |ethical and professional standards in a mentoring |establishing importance of disclosure under certain circumstances, recognising own limitations, |
| | | |relationship |duty of care, appropriate attitude, awareness of hidden agenda, undertaking risk assessment for |
| | | | |safety of mentor and learner. |
| | | | |Professional standards, e.g. establishing legal requirements, sharing organisation policies and |
| | | | |procedures, code of conduct, establishing ground rules, intervention strategy, creating a safe |
| | | | |environment for mentor and learner. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.5 |Analyse ways of building a relationship with a |Rapport, e.g. establishing trust, secure context, minimising barriers, sharing confidences, |
| | | |client in a mentoring role |establishing limits of confidentiality, consistency, reliability, negotiation of issues of |
| | | | |disclosure, conflicts of interest, establishing an appropriate intervention strategy. |
| | | | |Building relationship, e.g. proactive in anticipating needs, positively reactive in responding to |
| | | | |needs as they arise, active listening, 1x1 discussions, sharing own experiences, negotiating with |
| | | | |student, mirroring to encourage student confidence, sharing goals, use of student’s own strengths,|
| | | | |celebrating successes no matter how small. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the use of mentoring|2.1 |Analyse the benefits of mentoring in a specific |Benefits of mentoring, e.g. encouraging learners to explore their own issues to identify own |
| |in a specific context | |context |solutions, building confidence, building and dismantling scaffolding enabling student to feel in |
| | | | |control, supporting change, encouraging learner in prioritising, action planning to target and |
| | | | |help achieve objectives. |
| | | | |Practical applications, e.g. understanding of requirements, identifying specific targets, |
| | | | |breakdown of issues into bite-sized chunks to become more manageable, clarifying required |
| | | | |outcomes, referral for specific learning needs, setting short-and long-term goals. |
| | |2.2 |Analyse the impact of mentoring on individual |Learning, e.g. identifying preferred learning styles, identifying skills or knowledge gap, |
| | | |learning and development |addressing time- management issues, improving study skills, functional skills, motivation, |
| | | | |self-control, challenging preconceived ideas, meaningful and owned targets. |
| | | | |Development, e.g. SWOT analysis to provide a manageable target, identify specific outcomes, |
| | | | |negotiating target setting, discussing factors to be considered in action planning, recognising |
| | | | |realistic timescales, developing reward system to encourage achievement such as medal-and-mission,|
| | | | |supporting change. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.3 |Explain legal and organisational requirements in a |Data protection, e.g. legal constraints on confidentiality, organisation policies and procedures, |
| | | |specific context relating to: |conflict of interest, safe storage of all records, limiting access to information |
| | | |data protection |Privacy, e.g. professional or vocational standards, provision of secure context, creating safe |
| | | |privacy |environment, respecting the individual. |
| | | |confidentiality |Confidentiality, e.g. establishing trust, minimising barriers, sharing confidences, establishing |
| | | |safeguarding and disclosure |limits of confidentiality, consistency, reliability, conflicts of interest, establishing an |
| | | | |appropriate intervention strategy. |
| | | | |Safeguarding and disclosure, e.g. organisation policies and procedures, traffic-light systems for |
| | | | |flagging issues, appropriate behaviours, addressing requirements for inclusion and equality of |
| | | | |opportunity, negotiation of issues of disclosure, disciplinary and referral procedures, sensitive |
| | | | |appointment and management of mentors, associated training provision |
| | |2.4 |Identify sources of support to deal with issues |Outside expertise, e.g. conflict of interest, crisis of confidence, limit of own skills or |
| | | |which are outside of own expertise or authority |experience, unresponsive, learner dependence, need for specialist provision. |
| | | | |Referral support, e.g. specialist skills or resources, specific language requirements, specific |
| | | | |learning needs, vocational specialist, personal counselling. |
| | |2.5 |Explain what constitutes a safe and comfortable |Mentoring environment, e.g. appropriate physical environment – including furniture – arranged to |
| | | |environment for a mentoring session |support a private discussion, not encroaching on personal space, ensuring discussions are free |
| | | | |from interruption or risk of being overheard, use of appropriate body language, creating an |
| | | | |atmosphere where student feels secure, allowing student choices. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand how to identify |3.1 |Analyse ways of identifying and agreeing outcomes |Identifying, e.g. active listening to encourage communications, responding to students to |
| |client goals and outcomes | |and goals with clients |demonstrate empathy, questioning and challenging ideas, sharing own experiences, offering |
| | | | |alternative perspective, exploring possible short-and long-term goals. |
| | | | |Agreeing, e.g. empowering individual choices, SWOT analysis to identify specific issues, |
| | | | |negotiating target setting, discussing factors to be considered in action planning, recognising |
| | | | |realistic timescales, developing reward system to encourage achievement. |
| | |3.2 |Explain the role of a mentoring agreement |Mentoring agreement, e.g. to monitor and review progress, encourage individual reflection, provide|
| | | | |shared purpose, appreciate impact of personal issues, individual responsibilities, appropriate to |
| | | | |individual needs and abilities, need for target setting and action planning, bite-sized long-term |
| | | | |and short-term SMART targets, timescales for meeting goals, allowing for termination if agreement |
| | | | |is broken. |
| | |3.3 |Explain the importance of agreeing with the client |Agreeing records, e.g. recording progress and achievements, distance travelled, value-added, |
| | | |records of interaction and progress towards agreed |achievable targets, empowering student, building confidence, highlighting rewards, celebrating |
| | | |objectives and goals |achievements, establishing and recording of short- and long-term targets, identified timescales |
| | | | |for achievement, student able to review own progress in setting new goals, tutor’s individual |
| | | | |records of progress. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |3.4 |Analyse client responsibility and autonomy for |Responsibility, e.g. planning own outcomes, ownership, development of appropriate skills, |
| | | |making changes |application of new knowledge, making learning meaningful and relevant. |
| | | | |Autonomy, e.g. empowering, improved confidence, identifying own new targets, opportunities for |
| | | | |peer-working, mapping own routes, responsibility for liaising with support provision, developing |
| | | | |employment skills. |
Unit 25: Preparing for the Personal Tutoring Role
Unit reference number: T/505/1093
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to prepare the learner for the role of personal tutor. Learners will analyse the role of the personal tutor and factors affecting learners' attitudes to learning. Learners will investigate the use of personal tutoring in a specific context and target setting.
Assessment requirements
There is no requirement for learners to undertake direct practice to achieve this unit. This is a knowledge-based unit relating to preparing for the personal tutoring role. However, practice should include opportunities in the appropriate contexts so that learners can draw upon evidence to support the analysis. Learners must provide evidence of extended research from referenced sources in line with Level 4 requirements.
Suggested unit combinations
Unit 8: Action Research (Level 5) gives learners an opportunity to undertake further research into the role and impact of tutoring and the impact it can have on education and training. This is suitable for the Diploma where there is a requirement for credits at Level 5.
Unit 28: Understanding and Managing Behaviours in a Learning Environment
(Level 4) gives learners an opportunity to investigate the issues surrounding tutoring and the opportunity for the teacher to act as researcher.
Unit 34: Working with the 14-19 Age Range in Education and Training (Level 4) provides an appropriate combination with personal tutoring as this is the age range where tutoring can often make the biggest difference in the learning process it provides a context for the application of own learning.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand own role and |1.1 |Analyse the skills and qualities required for a |Skills and qualities, e.g. understanding the need for different approaches, awareness of needs and|
| |responsibilities in relation to| |personal tutoring role |the issues impacting on the individual, active listener, empowering, sensitive, non judgemental, |
| |the personal tutoring role | | |timely and empathic manner, scaffolding, appreciation of own limitations, knowing when to refer. |
| | |1.2 |Explain how own values, behaviours and attitudes can|Values, e.g. engage with student diversity arising from age, gender, sexual orientation, ethnic, |
| | | |impact on the personal tutoring role |cultural, linguistic or religious background, socio-economic status, disability or special |
| | | | |educational needs; exemplify values that lead to intellectual curiosity and learning, establish |
| | | | |classroom as a place that nurtures investigation and experiment, hard work, appreciation for the |
| | | | |unique abilities of each student. |
| | | | |Behaviours, e.g. promote learning, respond with support and encouragement, even when students |
| | | | |encounter challenges and obstacles. |
| | | | |Attitudes, e.g. individual likes or dislikes, positive, negative or neutral views, may change as a|
| | | | |result of experience. |
| | | | |Impact e.g. awareness of needs and issues impacting on others, viewed as understanding and |
| | | | |approachable, uncritical and open-minded in encouraging disclosure, understanding approaches to |
| | | | |dealing with range of students, appreciation of when to refer and who to refer to, ability to be a|
| | | | |critical friend, able to share experience or knowledge, exploring issues and solutions, ability to|
| | | | |both encourage and challenge. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Explain the boundaries and limitations of a personal|Boundaries, e.g. recognising potential for conflict of interest, encouraging student rather than |
| | | |tutoring role |mentor responsibility, negotiating shared purpose, demonstrating consistent approach, establishing|
| | | | |time constraints or timescales, recognising specific issues leading to disengagement, acknowledge |
| | | | |limit of own capabilities. |
| | |1.4 |Explain the importance of acting according to |Ethical, e.g. recognising potential for conflict of interest, individual responsibilities, |
| | | |ethical and professional codes and standards in a |establishing importance of disclosure under certain circumstances, recognising own limitations, |
| | | |personal tutoring role |duty of care, appropriate attitude, awareness of hidden agenda, undertake risk assessment for |
| | | | |safety of mentor and student. |
| | | | |Professional standards, e.g. establishing legal requirements, sharing organisation policies and |
| | | | |procedures, code of conduct, establishing ground rules, intervention strategy, creating a safe |
| | | | |environment for mentor and student. |
| | |1.5 |Analyse the importance of communication in a |Communication, e.g. establishing a rapport, active (reflective) listening, eye contact, |
| | | |personal tutoring role |paraphrasing, open relaxed posture, positive verbal reinforcement, verbal and non verbal, using |
| | | | |appropriate language; method, e.g. online, written, face-to-face. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand factors affecting |2.1 |Analyse how learners’ socio-economic, cultural and |Socio-economic, cultural, and personal background, work history, and educational achievement, e.g.|
| |learners’ approaches to | |personal background, work history and educational |take account of what students know already in order to plan next steps, building on prior learning|
| |learning | |achievement can affect their needs, aspirations, |as well as taking account of the personal and cultural experiences of different groups; support |
| | | |decision-making abilities and approach to learning |students as they move forward not just intellectually but also socially and emotionally, so |
| | | | |learning is secure even after supports are removed explore and encourage students' motivations and|
| | | | |relate learning to prior experience and workplace. |
| | |2.2 |Explain why it is important that learners take |Taking responsibility, e.g. student setting own goals and deadlines, learning agreements, |
| | | |responsibility for their own learning |student-centred approach, ownership of learning, planning own outcomes, empowering, improved |
| | | | |confidence, development of appropriate skills, application of new knowledge, making learning |
| | | | |meaningful and relevant relationship to real life. |
| | |2.3 |Explain why it is important that personal tutoring |Transferable skills, e.g. teamwork, oral and written communication, problem solving, planning and |
| | | |programmes support the development of learning and |time management, study skills, motivation, identifying own new targets, opportunities for peer |
| | | |transferable skills |working, mapping own routes, responsibility for liaising with support provision, life skills, |
| | | | |developing employment skills. |
| | |2.4 |Analyse strategies to enable learners to engage with|Strategies, e.g. making student feel secure, negotiating session ownership, providing materials |
| | | |learning |appropriate to session, anticipating needs, responding to needs as they arise, active listening, |
| | | | |allowing students to explore their own issues and find solutions, providing appropriate advice and|
| | | | |guidance, appropriate level of support, negotiating outcomes with student, referral where |
| | | | |appropriate. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.5 |Explain factors that identify learners at risk of |Factors, e.g. reviewing absenteeism and academic achievement, attitudes to learning and |
| | | |disengaging from learning |reflections on their own progress, inattentive or disengaged, incidences of poor or disruptive |
| | | | |behaviour, difficulties with family or personal circumstances, aspirations not being met, lack of |
| | | | |clear or appropriate progression routes. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand the use of personal |3.1 |Describe the range of support available for learners|Outside expertise, e.g. conflict of interest, crisis of confidence, limit of own skills or |
| |tutoring in a specific context | |within a specific context |experience, unresponsive, student dependence, need for specialist provision. |
| | | | |Referral support, e.g. specialist skills or resources, specific language requirements, specific |
| | | | |learning needs, vocational specialist, personal counselling. |
| | |3.2 |Explain legal and organisational |Data protection, e.g. legal constraints on confidentiality, organisation policies and procedures, |
| | | |requirements relating to: |conflict of interest, safe storage of all records, limiting access to information. |
| | | |data protection |Privacy, e.g. professional or vocational standards, provision of secure context, creating safe |
| | | |copyright |environment, respecting the individual. |
| | | |privacy |Confidentiality, e.g. establishing trust, minimising barriers, sharing confidences, establishing |
| | | |confidentiality |limits of confidentiality, consistency, reliability, conflicts of interest, establishing an |
| | | |safeguarding and disclosure |appropriate intervention strategy. |
| | | | |Safeguarding and disclosure, e.g. organisation policies and procedures, traffic-light systems for |
| | | | |flagging issues, appropriate behaviours, addressing requirements for inclusion and equality of |
| | | | |opportunity, negotiation of issues of disclosure, disciplinary and referral procedures, sensitive |
| | | | |appointment and management of mentors, associated training provision. |
| | |3.3 |Explain how to work with others in a specific |Others, e.g. student referral to learning support, tutor working with student but supported by |
| | | |context to support learners |learning support, referral to counsellors, careers advisors, parents/carers, peers, other tutors, |
| | | | |experienced colleagues, team leader, mentoring, referring to vocational or professional |
| | | | |specialists, networking, specialist training. |
| | |3.4 |Explain how to work with external stakeholders and |External stakeholders, e.g. liaison with external customers/employers to establish current needs, |
| | | |partners to support learners. |awarding body advice on qualification and assessment requirements, employers establishing |
| | | | |standardised procedures, provision of work placement, networking. |
| | | | |Support, e.g. expertise, additional staff, identification of and responding to individual needs |
| | | | |and expectations, contributing to in-service training, occupational up-dating to provide current |
| | | | |advice. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how personal |4.1 |Explain the purpose of an individual learning plan |Individual learning plan (ILP), e.g. used to manage student’s journey towards personal goals, |
| |learning targets are created | | |records outcomes of initial assessment, identifies personal learning goals, learning strategies; |
| |and monitored | | |progress/achievement. |
| | | | |Purpose, e.g. agree intermediate objectives and intended learning outcomes, provides something |
| | | | |specific to work towards, ownership and responsibility for learning, individual strategies, |
| | | | |negotiated timescale. |
| | |4.2 |Analyse approaches to support learners to create |Personalising learning target, e.g. working with students to identify individual issues, offering |
| | | |personal learning targets |advice and guidance to aid student to identify individualised targets, short-term and long-term |
| | | | |goals, progression, value-added. |
| | | | |Support, e.g. negotiating individual priorities and timescales, encouraging student responsibility|
| | | | |through ownership, agreeing individualised targets through keeping of ILP, student learner to keep|
| | | | |on track, recognition of achievements no matter how small, allowing student to make mistakes but |
| | | | |enabling them to correct them. |
| | |4.3 |Explain the importance of reviewing student progress|Review, e.g. recording progress and achievement, distance travelled, celebrating achievements, |
| | | |and targets |identify and build on strengths and overcome weaknesses, consider new goals and intended learning |
| | | | |outcomes and/or objectives; develop a clearer sense of direction, work out how best to help |
| | | | |students move forward to another stage or level, review alternative courses, offering something |
| | | | |different altogether such as paid or voluntary employment, promoting student independence. |
Unit 26: Specialist Delivery Techniques and Activities
Unit reference number: R/504/0229
QCF level: 4
Credit value: 9
Guided learning hours: 30
Unit aim
The aim of this unit is to enable the learner to explore the use of specialist delivery techniques in their subject specialist area. The unit covers delivery techniques linked to specialist subjects or skills that may not be appropriate in other areas. The unit includes being able to justify the selection of activities and resources, evaluating strengths and areas for development in own practice, and planning opportunities to improve skills.
Target groups
This unit is suitable for all teachers and trainers as it gives learners the opportunity to demonstrate the specific nature of approaches to learning in their specialist area. This can relate to techniques for specific subject knowledge or to skills in a workplace context.
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. Practice should be in the appropriate context — either with groups or individuals. It should also provide evidence of the specialised delivery approaches.
Suggested unit combinations
Unit 11: Delivering Employability Skills (Level 5) is a useful combination with specialist delivery, providing additional skills and understanding that support the transition from principles to practice. The unit combination could apply to both teaching and training roles.
Unit 15: Engage Learners in the Learning and Development Process (Level 3) is compatible in terms of level and the amount and type of evidence required. The unit complements the role of many trainers as work-based learning assessors by focusing on engaging students in taking responsibility for their own learning.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the role of |1.1 |Explain the purpose of specialist delivery |Purpose, e.g. requirements of specialist knowledge, development of specialist skills and |
| |specialist delivery techniques | |techniques in meeting student needs in a specific |understanding, providing opportunities for practical activity or experimentation, work-based |
| |in a specific area | |area |skills, collaborative working skills. |
| | |1.2 |Identify learning needs that can be met through the |Specialist delivery and learning needs, e.g. developing appropriate skills, stimulating |
| | | |use of specialist delivery techniques |independent learning, supporting students while they deal with the unfamiliar, mastery learning, |
| | | | |learning linked to employment. |
| | |1.3 |Justify the use of specialist delivery techniques to|Use of specialist delivery techniques, e.g. logical sequence and structure of content, breaking |
| | | |meet the needs of students in a specific area |skills into component parts, delivery and practice of technical skills, opportunities to relate to|
| | | | |workplace, opportunities to transfer into practical context. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to develop specialist |2.1 |Review issues that influence the development of |Specialist techniques, e.g. delivery and learning activities to suit demands of specialist area, |
| |delivery techniques and | |specialist delivery techniques |adapting approach to suit required skills, adapting to changing technologies, availability of |
| |learning activities in own | | |resources, keeping up to date with requirements of skills and knowledge, workplace needs. |
| |specific area | | | |
| | |2.2 |Select specialist delivery techniques that meet the |Delivery techniques, e.g. demonstration, role play, visits, online learning, experimentation, |
| | | |needs of learners |work-based and workshop-based learning where appropriate to specialist teaching, supported or |
| | | | |independent study, simulation or emulation to provide realistic learning experience to meet |
| | | | |objectives. |
| | |2.3 |Plan the use of specific learning activities to |Learning activities, e.g. EDIP (Explain, Demonstrate, Imitate, Practice), BMD (Brief, Monitor, |
| | | |support specialist delivery techniques |Debrief), lecture, experimentation, practice, collaborative activity, peer working, individual |
| | | | |research, combining approaches. |
| | |2.4 |Select resources to support specialist delivery |Specialist resources, e.g. developing or adapting a range of specialist handouts, case studies, |
| | | |techniques and learning activities |specialist videos or DVD, textbooks, artefacts, models, exemplar materials, adaptation of existing|
| | | | |and commercial packages, specialist technologies, CD ROM, specialist internet/intranet. |
| | |2.5 |Identify ways in which specialist delivery |Needs, e.g. use of intelligences (such as linguistic, mathematical, visual), experiential |
| | | |techniques can be adapted to meet the needs of |learning, group working, collaborative working, peer-group support, alternative approaches to meet|
| | | |individual learners |specific learning needs, GAFO (Go Away and Find Out) to provide individual ownership for learning.|
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to use specialist |3.1 |Use specialist delivery techniques and learning |Meeting needs through delivery, e.g. level of specialist knowledge, opportunities to practise |
| |delivery techniques and | |activities to meet the needs of learners |skills, activities to engage and motivate students, appropriate level of specialist language, |
| |learning activities | | |group and individual specialist activities, realistic working environment, simulation, workplace |
| | | | |experience. |
| | |3.2 |Use resources to support specialist delivery |Specialist resources, e.g. access to the real thing, simulation, adapted or devised specialist |
| | | |techniques and learning activities |learning packages, specialist learning networks, virtual learning environment (VLE), specialist |
| | | | |materials and equipment, workplace. |
|4 |Be able to evaluate own |4.1 |Review the effectiveness of own use of specialist |Effectiveness, e.g. evaluation of specialist personal skills required, using feedback from others |
| |practice in relation to | |delivery techniques to meet the needs of learners |in evaluating requirements in delivering programme, monitoring effectiveness in meeting learning |
| |specialist delivery techniques | | |objectives. |
| | |4.2 |Identify strengths and areas for improvement in own |Strengths and areas for improvement, e.g. individual research into current specialist developments|
| | | |skills in the development and use of specialist |and updating, specialist staff development opportunities, improving specialist higher-level |
| | | |delivery techniques |qualification opportunities, specialist secondment, work shadowing or work placement. |
Unit 27: Teaching in a Specialist Area
Unit reference number: J/505/1096
QCF level: 4
Credit value: 15
Guided learning hours: 50
Unit aim
The aim of this unit is to develop learners’ knowledge and skills in relation to teaching in a specialist area. The unit includes consideration of the aims and philosophy of education and training in a specialist area and the aims and structure of key qualifications and learning programme qualifications available. It also looks at curriculum issues, inclusive learning and teaching, and evaluating and improving own practice in a specialist area.
Target groups
This knowledge-based unit is suitable for any teacher or trainer requiring an in-depth understanding of the underlying principles and curriculum issues in their specialist area. The unit gives those with responsibility for planning and preparing the delivery of a learning programme the understanding to help develop best practice. The unit requires the learner to explore the philosophical issues and analyse approaches relating to their specialist area. This is suitable for Continuing Professional Development (CPD) as well as an optional unit in the Certificate or Diploma in Education and Training.
Assessment requirements
While this unit does not require learners to undertake teaching practice the unit should be undertaken in close association with teaching practice as it is the specialist knowledge unit that underpins the specialist subject area. This unit requires evidence of background reading, appropriately referenced and supported by a bibliography.
Suggested unit combinations
Unit 8: Action Research (Level 5) could be combined with any optional units as it gives learners the opportunity to research issues in specialist areas in order to promote personal and professional development.
Unit 22: Internally Assure the Quality of Assessment (Level 4) links to specialist teaching through the requirements of internal quality assurance within a specialist area.
Unit 33: Working with Individual Learners (Level 4) provides an overview of education and training and can be used to focus on particular aspects of teaching and learning that can be related to a specialist area.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the aims and |1.1 |Explain key aims of education and training in own |Specialist area, e.g. specific roles and responsibilities, issues associated with specific student|
| |philosophy of education and | |specialist area |requirements, relating to knowledge content, special learning needs, specialised skills, |
| |training in a specialist area | | |preparation for employment. |
| | | | |Specialist subject, e.g. awarding organisation requirements, up-to-date information from employers|
| | | | |or workplace, current professional or vocational standards and legislation. |
| | |1.2 |Analyse philosophical issues relating to education and|Philosophical issues, e.g. qualification framework, specialist professional values and visions, |
| | | |training in own specialist area |specific approaches to specialist knowledge, specialist work ethics. |
| | | | |Specialised education, e.g. behaviorism, humanism, constructivism and cognitivism, experiential |
| | | | |learning, student developmental issues, contribution of language to specialised learning, creative|
| | | | |approaches. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand the aims and |2.1 |Describe the aims and structure of key qualifications |Aims, e.g. awarding body specifications, curriculum or syllabus requirements, academic content, |
| |structure of key qualifications| |in own specialist area |vocational standards, skills acquisition, employability, functional skills, wider personal skills,|
| |and learning programmes | | |developing student confidence and competence. |
| |available to learners in a | | |Structures, e.g. units of learning, mandatory or optional, credit accumulation, modular, linear, |
| |specialist area | | |holistic, sandwich including work placement, work experience or placement. |
| | |2.2 |Describe the aims and structure of learning programmes|Aims, e.g. targeting curriculum or syllabus requirements, establishing learners’ needs, specific |
| | | |in own specialist area |specialist objectives, specific approaches and activities, effective use of specialist resources |
| | | | |including staffing, assessment activities to suit both the subject specialism and the needs of |
| | | | |learner |
| | | | |Structures, e.g. appropriate timeframe, full, or part-time, day or evening, intensive, distance or|
| | | | |flexible learning, relating to assessment outcomes, assessment criteria or performance criteria, |
| | | | |linked to unit or modular assessment, summative outcomes. |
| | |2.3 |Explain how own approach to planning and preparation |Planning, e.g. initial assessment of students establishing needs, setting specific achievement |
| | | |for the delivery of a learning programme in own |goals and timescales for achievement, use of specialist staff, teacher and student-centred |
| | | |specialist area enables its aims to be met |approaches. |
| | | | |Preparing, e.g. specialist resources, approaches appropriate to knowledge and skills requirements,|
| | | | |developing evidence to facilitate achievement, specific assessment activities. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand principles of |3.1 |Analyse the inclusiveness of own approach to the |Inclusive approaches, e.g. integrating equality and diversity requirements, accessing learning at |
| |inclusive teaching and learning| |planning and preparation of a learning programme in |appropriate level, variety of approaches, specialist staff input, use of work-based and |
| |and key curriculum issues in a | |own specialist area |workshop-based learning for skills, learner centred approaches, flexible online learning, |
| |specialist area | | |supporting independent study, use of collaborative working or peer teaching, additional support |
| | | | |for special needs. |
| | |3.2 |Explain how own approach to the planning and |Key curriculum issues, e.g. current curriculum requirements, new approaches to learning and |
| | | |preparation of a learning programme in own specialist |teaching, developments in specialist techniques, use of subject specialists, incorporate a |
| | | |area takes account of key curriculum issues, including|specialist learning environment, use of simulations or case studies, widening curriculum, |
| | | |the role of new and emerging technologies |preparing for employment. |
| | | | |New and emerging technologies, e.g. interactive white board, use of new specialist technologies, |
| | | | |VLE (virtual learning environment) resources, use of flexible blended learning approaches, |
| | | | |specialist learning packages, develop internet-based and web-based learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to use resources|4.1 |Analyse ways in which teaching and learning resources,|Learning resources, e.g. develop specialist knowledge, e.g. handouts, case studies, notes, |
| |for inclusive teaching and | |including new and emerging technologies, meet the |specialist or exemplar materials, audio or visual recordings, textbooks; develop specialist |
| |learning in a specialist area | |individual needs of learners in own specialist area |skills, e.g. artefacts, models, equipment; extended learning, e.g. learning centres, handbooks, |
| | | | |workbooks. |
| | | | |Technologies, e.g. supporting and extending learning, e.g. commercial packages, use of computers, |
| | | | |software packages, PowerPoint or Active-board, internet, VL; specialist technologies, e.g. |
| | | | |hardware, software. |
| | |4.2 |Analyse the inclusiveness of own use of teaching and |Inclusiveness of resources, e.g. ease of access to learners, appropriate level, stimulating and |
| | | |learning resources in a specialist area |engaging, availability of specialist learning packages, use of internet and intranet for |
| | | | |specialist research, flexible use, avoidance of over-use of technology to avoid students tuning |
| | | | |out and becoming bored, use of networks or forums, students input and ownership of learning. |
|5 |Be able to work with others |5.1 |Liaise with others within a specialist area to develop|Liaison, e.g. learning support, student’s tutor, experienced colleagues, team leader, team |
| |within a specialist area to | |own practice |meetings, sharing good practice, specialist staff development, engagement with vocational and |
| |develop own practice | | |professional specialists, awarding organisation events, networking, specialist training, emailing,|
| | | | |online specialist updating, external standards verifier or examiner. |
| | |5.2 |Review the impact of liaison with other teachers and |Impact of liaison, e.g. specialist updating, cascading and dissemination of information, develop |
| | | |trainers within own specialist area on own practice |alternative strategies, collaboration in programme design, incorporating different skills and |
| | | | |experiences, sharing practice in design and evaluation of resources, incorporation experiences |
| | | | |from workplace, standardisation of assessment strategies. |
|Learning outcomes |Assessment criteria |Unit amplification |
|6 |Be able to evaluate, improve |6.1 |Review the effectiveness of own knowledge and skills |Effectiveness of own knowledge and skills, e.g. evaluation of specialist skills, reflective |
| |and update own knowledge and | |in a specialist area |practice in evaluating own approaches, using feedback from others in specialist area in evaluating|
| |skills in a specialist area | | |personal skills and attributes, achievement by and feedback from specialist learners, peer |
| | | | |feedback, formal observation feedback, performance review. |
| | |6.2 |Identify own strengths and areas for improvement in |Strengths, e.g. SWOT analysis recording of positives and needs of own practice, awareness of |
| | | |relation to practice in a specialist area |student needs, subject knowledge, specialist skills, awareness of and responsiveness to change. |
| | | | |Improvement needs, e.g. currency of qualification requirements, updating professional or |
| | | | |vocational qualifications, identifying targets, action planning, responsiveness to students and |
| | | | |colleagues in specialist area. |
| | |6.3 |Identify opportunities to improve and update own |Opportunities, e.g. research into current specialist curriculum developments and updating current |
| | | |knowledge and skills in a specialist area |developments, specialist staff development opportunities, awarding organisation specialist |
| | | | |training events and online up-dates, specialist higher-level qualification opportunities, |
| | | | |secondment, work-shadowing or work placement. |
Unit 28: Understanding and Managing Behaviours in a Learning Environment (Level 4)
Unit reference number: Y/505/1099
QCF level: 4
Credit value: 6
Guided learning hours: 20
Unit aim
The unit aims to enable learners to manage behaviours in a learning environment. It includes developing an understanding of the characteristics and the potentially disruptive impact of behaviours in the learning environment and related legislation, and organisational policies designed to manage them. It also includes strategies for promoting positive behaviours that contribute to a purposeful learning environment, managing negative or disruptive behaviours in order to be able to evaluate own practice in managing a learning environment.
Target groups
This unit is helpful for any teacher, tutor or trainer responsible for facilitation and learning. This could be in any learning environment where management of a variety of behaviours is required.
Assessment requirements
The knowledge-based elements of this unit, giving learners the opportunity to understand the underpinning principles of managing behaviour, need to be balanced against the application of theory into practice. This means that the three learning outcomes relating to skills in this unit must be assessed in a teaching and learning environment. Simulation is not permitted. Practice should be in the appropriate context — either with groups of students or with individual students. This unit requires evidence of background reading, appropriately referenced and supported by a bibliography.
Suggested unit combinations
Unit 6: Action Learning for Teaching in a Specialist Area of Disability (Level 5) provides an ideal context for working with behaviours that may be inappropriate or potentially challenging and therefore would complement this unit. Also Unit 8: Action Research (Level 5) could provide a valuable link to understanding and managing behaviours.
Unit 21: Inclusive Practice (Level 4) is a key tool used in managing behaviours. The evidence generated for this unit would help underpin the theories of managing behaviours and add understanding of how inclusive practice benefits the learning environment.
Unit 23: Preparing for the Coaching Role (Level 4) and Unit 24: Preparing for the Mentoring Role (Level 4) are compatible units in terms of the type of evidence required. These are also complementary to the role of many teachers and trainers as working with individuals or groups of students impacts on behaviour management.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand potential factors |1.1 |Describe behaviours that can occur in a learning |Behaviours, e.g. positive, motivated, negative, bored, distracted, disruptive, non communicative; |
| |leading to behaviours that | |environment |ripple effect. |
| |disrupt a learning environment | | |Learning environment, e.g. classroom, workplace, field trips, educational visits, museums, |
| | | | |learning resource centres, one-to-one. |
| | |1.2 |Explain potential factors leading to behaviours that|Factors, e.g. communication difficulties, learners, needs not being met, personality clash, |
| | | |can disrupt a learning environment |inappropriate attitude towards, lack of stimulation, distractions, learners’ personal |
| | | | |difficulties, low confidence and self-esteem levels, bullying, power struggles, lack of sleep, |
| | | | |poor lighting or ventilation. |
|2 |Understand organisational |2.1 |Explain key aspects of legislation relating to |Legislation, e.g. equality and diversity, health and safety, safeguarding, Rights of the Child |
| |policies relating to managing | |managing behaviours in a learning environment |1990, Human Rights Legislation 2000, Equality Act 2010, public safety, personal and professional |
| |behaviours in the learning | | |liability, duty of care, issues of disclosure. |
| |environment | | | |
| | |2.2 |Explain key aspects of an organisation’s policies |Policies, e.g. promoting positive attitudes throughout teaching and learning, roles and |
| | | |relating to managing behaviours in a learning |responsibilities, code of conduct, reporting of inappropriate behaviours, traffic-light systems |
| | | |environment |for flagging issues, taking a stand against any form of bullying, student support systems, staff |
| | | | |support systems, monitoring and evaluation, disciplinary and referral procedures. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to promote behaviours |3.1 |Analyse ways of encouraging behaviours that |Encouraging positive behaviours, e.g. defined roles and responsibilities of practitioners, support|
| |that contribute to a purposeful| |contribute to a purposeful learning environment |staff and management, inclusion, exclusion, discipline, legislation, shared core values, CPD; |
| |learning environment | | |management, approach, written plan, individual responsibility and ownership. |
| | |3.2 |Use strategies for encouraging behaviours that |Strategies, e.g. sharing organisational policy, positive role model, written plan, positive |
| | | |contribute to a purposeful learning environment |reinforcement, individual responsibility and ownership, ground rules, group contract, celebrating |
| | | | |differences, peer working, tackling issues, consistent approach, clear communication, sense of |
| | | | |community. |
|4 |Be able to manage behaviours |4.1 |Analyse ways of managing behaviours that disrupt a |Managing, e.g. proactive, responsive, challenging behaviours positively, having a clear |
| |that disrupt a purposeful | |purposeful learning environment |organisational policy on behaviours and discipline, encouraging positive peer pressure, providing |
| |learning environment | | |clear and shared goals, rewarding desired behaviours. |
| | | | |Behaviours that disrupt, e.g. negative attitude, lack of participation, poor attention, poor |
| | | | |punctuality, lacking discipline, talking, eating, not doing homework/meeting deadlines. |
| | |4.2 |Use strategies for managing behaviours that disrupt |Using strategies, e.g. following organisational policies and procedures, inclusive approach, |
| | | |a purposeful learning environment |exclusion in extreme cases where wellbeing of group at risk, applying theories such as emotional |
| | | | |intelligence, assertive discipline; referral, e.g. working with colleagues, parents, employers. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to evaluate own |5.1 |Evaluate the effectiveness of own practice in |Promoting, e.g. reviewing own approaches, personal communication skills (verbal and non-verbal), |
| |practice in managing behaviours| |relation to promoting and managing behaviours in a |group guidelines, celebrating differences, students, self-awareness, peer working. |
| |in a learning environment | |learning environment |Managing e.g. recognising potential for challenging behaviours, identifying barriers, engaging |
| | | | |with students, individual responsibilities, use of techniques for dealing with challenging |
| | | | |students and overcoming barriers, referral or additional support. |
| | |5.2 |Identify own strengths and areas for improvement in |Own strengths and areas for improvement, e.g. SWOT analysis, negotiation skills, management |
| | | |relation to promoting and managing behaviours in a |skills, development needs and opportunities, opportunities to share good practice with colleagues,|
| | | |learning environment |understanding barriers, recognising and dealing with range of specific learning needs. |
Unit 29: Understanding and Managing Behaviours in a Learning Environment (Level 5)
Unit reference number: L/505/1102
QCF level: 5
Credit value: 6
Guided learning hours: 20
Unit aim
This Level 5 unit is primarily knowledge-based. The aim of the unit is to enable learners to understand the factors and behaviours required in order to be in a position to manage behaviours in a learning environment. It includes being able to analyse the characteristics and impact of behaviours in the learning environment along with the related legislation and organisational policies. It also includes strategies for promoting behaviours that contribute to a purposeful learning environment, and managing negative or disruptive behaviours in order to be able to evaluate own practice more effectively.
Target groups
This unit is helpful for any teacher, tutor or trainer responsible for facilitation and learning. At Level 5 this is appropriate for those potentially involved in the management and planning required in any learning environment where management strategies for a variety of behaviours is required to promote learning.
Assessment requirements
The knowledge-based elements of this unit, provide learners with the opportunity to demonstrate an understanding of the underpinning principles of managing behaviour, and the need for a balanced approach when applying theory into practice. This Level 5 unit requires evidence of analysis based on in-depth background reading, appropriately referenced and supported by a bibliography.
Suggested unit combinations
Unit 6: Action Learning for Teaching in a Specialist Area of Disability (Level 5) provides an ideal context for working with behaviours that may be inappropriate or potentially challenging and therefore would complement this unit.
Unit 8: Action Research (Level 5) could be effectively combined with any optional units. It provides the opportunity to research issues relating to factors affecting learning behaviours and approaches to managing promote positive behaviours to enhance learning.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the characteristics |1.1 |Analyse behaviours that can occur in a |Positive behaviours, e.g. positive attitude, motivated, actively engaged, inquiring, communicative, self disciplined,|
| |and impact of behaviours in a | |learning environment |supporting others, confident, responsible, setting and achieving own goals, practical. |
| |learning environment | | |Negative behaviours e.g. bored, distracted, unresponsive, learnt helplessness, disruptive, ripple effect, lacking |
| | | | |confidence, inappropriate language, bullying, challenging, blaming others for own shortcomings. |
| | |1.2 |Analyse potential factors contributing to |Factors, e.g. communication difficulties, personality clash, inappropriate attitude, lack of stimulation, |
| | | |behaviours in a learning environment |distractions, bullying, power struggles, psychosocial or emotional conditions, social or cultural influences, |
| | | | |impersonal environment and guarded behaviour, hierarchy and status (equal or unequal), self esteem, expectations. |
| | |1.3 |Analyse the impact of behaviours on a learning|Impact, e.g. staff or students feel threatened or endangered, student participation and satisfaction, student |
| | | |environment |collaboration, communication patterns (both explicit and implicit), students articulate their understandings of |
| | | | |concepts and participate actively, willingness to listen, achieving goals, managing learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand legislation and |2.1 |Analyse legislation relating to managing |Legislation, e.g. equality and diversity, health and safety, safeguarding, Rights of the Child 1990, Human Rights |
| |organisational policies | |behaviours in a learning environment |Legislation 2000, Education Act 2002, Education and Inspections Act 2006, Equality Act 2010, public safety, personal |
| |relating to managing behaviours| | |and professional liability, duty of care, issues of disclosure, SEN Code of Practice, professional standards, Ofsted |
| |in a learning environment | | |inspection standards. |
| | |2.2 |Analyse organisational policies relating to |Policies, e.g. promoting positive attitudes throughout teaching and learning, roles and responsibilities, code of |
| | | |managing behaviours in a learning environment |conduct, reporting of inappropriate behaviours, traffic-light systems for flagging issues, taking a stand against any|
| | | | |form of bullying, student support systems, staff support systems, monitoring and evaluation, disciplinary and |
| | | | |referral procedures. Behaviour management planning. defined roles and responsibilities of practitioners, support |
| | | | |staff and management, inclusion, exclusion, discipline, legislation, shared core values, CPD; management, approach, |
| | | | |written plan, individual responsibility and ownership. Model an inclusive approach that is fair, consistent and built|
| | | | |on respect. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to apply theories of |3.1 |Analyse theories of behaviour management |Theories, e.g. Canter, Glasser, Gordon, Piaget, Vygotsky, Maslow Hierarchy of Needs, Internal and External |
| |behaviour management to create | | |Motivators, Skinner Operant Conditioning, Rogers, Social conditioning, Cognitive factors affecting learning, |
| |and maintain a purposeful | | |Affective domain, behavioural, unconditional acceptance, assertive discipline, reality therapy, Tuckman Team working,|
| |learning environment | | |Belbin Team Roles. |
| | |3.2 |Establish a purposeful learning environment |Strategies, e.g. sharing organisational policy, positive role model, written plan, positive reinforcement, individual|
| | | | |responsibility and ownership, ground rules, group contract, celebrating differences, peer working, tackling issues, |
| | | | |consistent approach, clear communication, sense of community, align teaching strategies with student needs, enable |
| | | | |students to learn to take responsibility for their own behaviour. |
| | |3.3 |Explain how own practice in creating a |Own practice. e.g. encourage interaction, supportive communication climate, discourage defensive climate, use of |
| | | |purposeful learning environment has taken |student names, collaborative activities, building of trust and respect, recognising internal and external motivators,|
| | | |account of theories of behaviour management |planning learning activities. |
| | | | |Purposeful, e.g. focussed hierarchy and status, share control and decision making, shared responsibility, clear |
| | | | |outcomes, facilitator of learning, setting individual and group goals, peer working, team building. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to evaluate own |4.1 |Analyse the effectiveness of own practice in |Managing, e.g. proactive, responsive , challenging behaviours positively, having a clear organisational policy on |
| |practice in managing behaviours| |relation to managing behaviours in a learning |behaviours and discipline, encouraging positive peer pressure, providing clear and shared goals, rewarding desired |
| |in a learning environment | |environment |behaviours. Listening skills and acknowledging feelings and views raised. Open in discussions about behaviour and |
| | | | |possible causes. |
| | | | |Behaviours that disrupt, e.g. negative attitude, lack of participation, poor attention, poor punctuality, lacking |
| | | | |discipline, talking, eating, not doing homework/meeting deadlines. |
| | |4.2 |Identify own strengths and areas for |Strengths, e.g. following organisational policies and procedures, inclusive approach, exclusion in extreme cases |
| | | |improvement in relation to managing behaviours|where wellbeing of group at risk, applying theories such as emotional intelligence, assertive discipline. |
| | | |in a learning environment |Areas for improvement e.g. research in to understanding motivators, developing collaborative activities, target |
| | | | |setting, recognising need for referral, own counselling skills, working with colleagues, parents, employers, staff |
| | | | |development and support, collaborate with other teachers. |
Unit 30: Understanding the Principles and Practices of Externally Assuring the Quality of Assessment
Unit reference number: F/601/5322
QCF level: 4
Credit value: 6
Guided learning hours: 45
Unit aim
The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the external quality assurance of assessment.
Target groups
This unit is suitable for those involved in the maintenance and improvement of quality assurance. The unit highlights the need for internal quality assurance staff to reflect on the maintenance and improvement of quality assurance within the organisation through their continuing professional development. The unit gives learners the opportunity to review different aspects of preparation and planning for external quality assurance activities.
Assessment requirements
There is no requirement for practice in this unit. In order to meet the assessment criteria, learners need access to external quality assurance processes and data.
Suggested unit combinations
Unit 31: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment (Level 4) − by taking both units learners can gain experience of both internal and external quality assurance.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the context and |1.1 |Analyse the functions of external quality assurance |Quality assurance of product and process, e.g. linking assessment to the learning cycle, |
| |principles of external quality | |of assessment in learning and development |standardisation, moderation of assessment to assessment criteria and standards, between students, |
| |assurance | | |between assessors, between programmes, between qualifications; checking organisation standards and|
| | | | |national standards, e.g. requirement of awarding organisation, occupational standards, national |
| | | | |standards, ensuring systems are robust, fit for purpose, justified, reliable, targeted, reviewed, |
| | | | |flexible, lead to improvement. |
| | |1.2 |Evaluate the key concepts and principles of external|Planning cycle, e.g. timing of quality assurance at different stages, per module, term, annual; |
| | | |quality assurance of assessment |quality assurance of process and product, e.g. standardisation between assessment methods, |
| | | | |assessors, employers, use of diverse evidence, standardisation across desk-based, online, |
| | | | |live-based and work-based assessments. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Evaluate the roles of practitioners involved in the |Role allocation, e.g. assessors, tutors, mentors, peers, employers, quality assurance team, |
| | | |quality assurance process |quality assurance manager. |
| | | | |Roles of practitioners, e.g. assessor tasks are plan, deliver, judge, record, communicate |
| | | | |assessment outcomes. |
| | | | |Internal quality assurance tasks, e.g. plan, monitor, review, intervene, organise meetings and |
| | | | |develop standards. |
| | | | |External quality assurance tasks, e.g. plan, monitor, review, advise, report decisions; quality |
| | | | |manager tasks are overseeing processes rather than products. |
| | |1.4 |Explain the regulations and requirements for |Organisation policies and procedures, e.g. health and safety, equal opportunities, recording and |
| | | |external and internal quality assurance in own area |reporting, quality assurance strategy, contribution to internal reviewing processes, SAR, |
| | | |of practice |identifying CPD needs; regulatory bodies, e.g. awarding organisation, SSC, Ofqual, Ofsted, |
| | | | |employer, measure of accountability, integrity of programmes, measure of achievement, |
| | | | |benchmarking. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to plan the |2.1 |Evaluate the importance of planning and preparing |Requirements, e.g. standards, product versus process, involvement of students, assessors, |
| |external quality assurance of | |external quality assurance activities |trainers, teachers, tutors, employers, others; range of evidence, e.g. observation of performance,|
| |assessment | | |performance evidence, tracking and logging documents, meetings of assessment teams; timing and |
| | | | |context, e.g. per assessment, at planning stage, ongoing/interim or final, per module, term, |
| | | | |annual; quality assurance of process and product, who; recording and sharing outcomes. |
| | |2.2 |Explain what an external quality assurance plan |Coverage, e.g. every student, assessor, location, unit of assessment, assessment method; |
| | | |should contain |standardisation meetings, e.g. current and new standards, completing documentation, standardising |
| | | | |approaches; flexibility to take account of emerging needs, timings, frequency, risk (traffic-light|
| | | | |system flags up those at risk), monitoring of practice, observation of practice, interviews, |
| | | | |feedback from students, peers, employers, sharing good practice, work shadowing; product and |
| | | | |process checks; areas for change, e.g. action plans, identifying targets. |
| | |2.3 |Summarise the preparations that need to be made for |Planning, e.g. appropriate approaches to information collection, analysis of data collected; |
| | | |external quality assurance activities, including: |communicating and negotiating agenda with students, assessors, colleagues, employers; |
| | | |information collection |administrative arrangements, e.g. timing, venue, agenda, CPD activities to prepare participants; |
| | | |communications |resources, e.g. assessors’ records, assessment plans, sampling, organisation documentation, |
| | | |administrative arrangements |templates for recording outcomes, action plans, opportunities for professional progression. |
| | | |resources | |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.4 |Explain how to adapt external monitoring and |Range of approaches, e.g. timing and content of visits, negotiating visit plan prior to monitoring|
| | | |evaluation approaches to meet customer need without |activity, negotiating monitoring through selected assessors (traffic-light system to flag up areas|
| | | |compromising quality standards |of concern), identifying specific needs for monitoring, meeting range of assessors/verifiers; |
| | | | |providing supportive feedback, recommendations, advice and guidance to identify/share good |
| | | | |practice, considering issues raised by students and in team meetings, problems and areas of good |
| | | | |practice, views of staff on measures to enhance the programme. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand how to externally |3.1 |Explain the procedures for externally monitoring and|Identifying people in process, e.g. internal, external, internal verifier, external verifier, |
| |evaluate the quality of | |evaluating internal quality assurance arrangements |standards verifier; awarding organisation requirements, e.g. range of work, assessments required |
| |assessment and internal quality| |and practices |for review, involvement of students, assessors, trainers, teachers, tutors, employers, others; |
| |assurance | | |monitoring, e.g. observation of practice, discussions, interviews, statements, team meetings, |
| | | | |product sampling; timing and context, e.g. per assessment, at planning stage, ongoing, interim or |
| | | | |final, per module, term, annual; quality assurance of process and product, who; recording and |
| | | | |sharing outcomes. |
| | |3.2 |Interpret the requirements for externally monitoring|Organisation policies and procedures, e.g. health and safety, equal opportunities, recording and |
| | | |and evaluating internal assessment arrangements and |reporting, quality assurance strategy, contribution to internal reviewing processes, SAR; |
| | | |practices |regulatory bodies, e.g. awarding organisations, SSC, Ofqual, Ofsted, employer, measure of |
| | | | |accountability, benchmarking; evaluation of quality assurance documentation, e.g. course files, |
| | | | |tracking and logging, standardisation procedures, sampling strategies. |
| | |3.3 |Evaluate different techniques for externally |Sampling of product and process, e.g. on-site, desktop, remotely using technology, online sampling|
| | | |sampling evidence of assessment, including those |portfolio evidence (hard copy or electronic), sampling across students in workplace; methods of |
| | | |that use technology |sampling product evidence, e.g. random, banded, targeted, representational, percentage coverage, |
| | | | |across units for single unit; sampling across programme, e.g. skills, knowledge and understanding,|
| | | | |across students, across assessors, across verifiers, across programmes or contexts. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to externally |4.1 |Critically compare the types of feedback, support |Range of feedback, e.g. one-to-one, written and verbal, formal and informal, online, team |
| |maintain and improve the | |and advice that internal assessment and quality |meetings, self-assessment review (SAR), student feedback, evaluations; forms of support, e.g. from|
| |quality of assessment | |assurance staff may need to maintain and improve the|colleagues, mentor, line manager, quality manager, specific subject or additional needs support |
| | | |quality of assessment |(functional skills), awarding organisations, occupational standards, employers, staff development |
| | | | |team to provide CPD. |
| | |4.2 |Evaluate standardisation requirements relevant to |Addressing quality standards, e.g. assessment standards and criteria, awarding organisation, SSC, |
| | | |the external quality assurance of assessment |regulatory bodies, employers, standards to meet external bodies, e.g. standardisation of |
| | | | |assessment practice, students’ performance of skills, knowledge, understanding, product and |
| | | | |process, assessment is reliable, fair, safe, consistent across assessors and learners, uniformly |
| | | | |applied and judged without bias, robust and can be replicated, assessment meetings; student |
| | | | |feedback. |
| | |4.3 |Explain the importance of providing feedback, |Feedback, e.g. linked to specified outcomes, criteria and standards against range of available |
| | | |support and advice to internal assessment and |evidence; setting action points; providing appropriate levels of support, e.g. providing |
| | | |quality assurance staff that is consistent with |opportunity for staff to provide their own feedback, avoiding personal issues or bias, peer |
| | | |standardisation requirements |support, negotiated discussion, focus on positive outcomes, identifying opportunities for |
| | | | |progression, setting realistic targets; offering recommendations, e.g. new initiatives, |
| | | | |alternative approaches to assessment or internal quality assurance processes, updating currency of|
| | | | |regulations, recommending improvements to existing procedures, opportunities for professional |
| | | | |development. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |4.4 |Explain the relevant procedures to follow when there|Organisation policies and procedures — shared with students in keeping with external requirements,|
| | | |are disputes concerning quality assurance and |e.g. awarding organisation policies and procedures, SSC, Ofqual, appeals procedures; assessment |
| | | |assessment |processes appropriate; assessment meetings; clear procedures and chain for addressing disputes, |
| | | | |e.g. made accessible to all students, assessor, tutor, arbitrator, peer support. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Understand how to manage |5.1 |Evaluate the requirements for information |Information management, e.g. organisational procedures, data protection, safeguarding recording |
| |information relevant to | |management, data protection and confidentiality in |and storage of information, electronic formats for recording and storage and electronic |
| |external quality assurance | |relation to external quality assurance |safeguards; secure environment for providing feedback to student; identifying those with |
| | | | |legitimate access and limiting access, e.g. recording evidence in a way that can be shared with |
| | | | |appropriate access, use of technology, electronic formats, team meetings, assessment or |
| | | | |standardisation meeting. |
|6 |Understand the legal and good |6.1 |Evaluate legal issues, policies and procedures that |Regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils, awarding organisations, |
| |practice requirements relating | |are relevant to external quality assurance, |Institute for Learning; other regulations, e.g. health and safety, equality and diversity, data |
| |to external quality assurance | |including those for health, safety and welfare |protection; organisational policies and procedures for quality assurance, e.g. safeguarding |
| | | | |students during assessment, standardisation, moderation and verification of assessment, appeals |
| | | | |procedures. |
| | |6.2 |Critically compare different ways in which |Appropriate technology, e.g. storage and retrieval of evidence from initial assessments, online |
| | | |technology can contribute to external quality |testing, recording of evidence including audio or visual, assignments submitted electronically, |
| | | |assurance |electronic feedback to students, emailing feedback; technology for recording and storing |
| | | | |assessment evidence, e.g. software, awarding organisation’s online provision, students managing |
| | | | |own electronic records, security, issues of authenticity, online CPD provision and recording. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |6.3 |Evaluate requirements for equality and diversity |Identifying areas of good practice, e.g. forms of inequality and discrimination and their impact |
| | | |and, where appropriate, bilingualism, in relation to|on individuals, the relevant legislation, employment regulations and policies, codes of practice |
| | | |the external quality assurance of assessment |relevant to the promotion of equality and valuing of diversity, e.g. visual auditory impairment, |
| | | | |physical disability, bilingualism, additional support in assessment of skills, knowledge, |
| | | | |understanding, alternative strategies, identifying and addressing individual needs as appropriate.|
| | |6.4 |Explain the value of reflective practice and |Reflective practice, e.g. self-assessment, evaluation, SWOT analysis (strengths, weaknesses, |
| | | |continuing professional development in relation to |opportunities, threats), realistic goals and targets for own development in relation to quality |
| | | |external quality assurance |assurance, identifying constraints and opportunities, use of feedback from students, colleagues, |
| | | | |managers, external evaluators, other individuals and professionals, self-assurance and quality |
| | | | |assurance team reviews, formal and informal evaluation procedures, observation reports, outcome |
| | | | |from appraisal, milestones, monitoring and modifications, updating knowledge, occupational |
| | | | |expertise, skills and self-confidence, modifications to quality assurance plans, developing |
| | | | |technologies to extend and enhance assessment process, contributing to curriculum development. |
Unit 31: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment
Unit reference number: T/601/5320
QCF level: 4
Credit value: 6
Guided learning hours: 45
Unit aim
The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the internal quality assurance of assessment.
Target groups
This unit is suitable for anyone wishing to gain knowledge about internal quality assurance. For example, teachers, tutors, trainers, programme managers, course leaders or staff working in quality departments, both in private training organisations and colleges of further education.
Assessment requirements
This unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for practice in this unit. In meeting the assessment criteria, learners must use reflective practice to identify possible continuing professional development needs in relation to internal quality assurance.
Suggested unit combinations
Unit 30: Understanding the Principles and Practices of Externally Assuring the Quality of Assessment (Level 4) − by taking both units learners can gain experience of internal and external quality assurance.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the context and |1.1 |Explain the functions of internal quality assurance |Quality assurance in assessment of product and process, e.g. linking assessment to the learning |
| |principles of internal quality | |in learning and development |cycle, standardisation, moderation of assessment to assessment criteria and standards, between |
| |assurance | | |students, between assessors, between programmes, between qualifications, between employers; |
| | | | |checking organisation standards and national standards, e.g. requirement of awarding organisation,|
| | | | |occupational, vocational standards, integrity of programmes, accountability, measure of |
| | | | |achievement, benchmarking, identifying continuing professional development needs. |
| | |1.2 |Explain the key concepts and principles of the |Planning cycle, e.g. timing of quality assurance at different stages − at planning stage, |
| | | |internal quality assurance of assessment |ongoing/interim or final, per unit, term, annual; quality assurance of process and product, e.g. |
| | | | |standardisation between assessment methods, assessors, use of diverse evidence, standardisation |
| | | | |across, desk-based, online or live, work-based; quality improvement, e.g. INSET, continuing |
| | | | |professional development, professional, occupational updating. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Explain the roles of practitioners involved in the |Role allocation, e.g. assessors, tutors, mentors, peers, employers, quality assurance team, |
| | | |internal and external quality assurance process |quality assurance manager. |
| | | | |Roles of practitioners, e.g. assessor tasks are: plan, deliver, judge, record, communicate |
| | | | |assessment outcomes. |
| | | | |Internal quality assurance tasks, e.g. plan, monitor, review, intervene, organise meetings and |
| | | | |develop standards. |
| | | | |External quality assurance tasks, e.g. plan, monitor, review, advise, report decisions; quality |
| | | | |manager tasks are overseeing processes rather than products. |
| | |1.4 |Explain the regulations and requirements for |Organisation policies and procedures, e.g. health and safety, equal opportunities, recording and |
| | | |internal quality assurance in own area of practice |reporting, quality assurance strategy, contribution to internal reviewing |
| | | | |processes/self-assessment review. |
| | | | |Regulatory bodies, e.g. standards, levels, performance/ assessment criteria, skills, knowledge, |
| | | | |understanding, awarding organisation, SSC, Ofqual, Ofsted, employer, measure of accountability, |
| | | | |benchmarking. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to plan the |2.1 |Evaluate the importance of planning and preparing |Identifying what and for whom, e.g. qualification, module, unit, assignment, performance, |
| |internal quality assurance of | |internal quality assurance activities |assessment criteria, standards, product versus process, involvement of students, assessors, |
| |assessment | | |trainers, teachers, tutors, employers, others; timing frequency and context, e.g. planning, |
| | | | |formative, summative, intervention; quality assurance of process and product, recording and |
| | | | |sharing outcomes; feedback, support, advice. |
| | |2.2 |Explain what an internal quality assurance plan |Should include coverage of a range of aspects of assessment, e.g. every student, assessor, |
| | | |should contain |location, unit of assessment, assessment method, examination of products of work. |
| | | | |Standardisation meetings, e.g. current and new standards, completing documentation, standardising |
| | | | |approaches. |
| | | | |Flexibility to take account of emerging needs, timings, frequency, intervention (i.e. |
| | | | |traffic-light system flags up those at risk), monitoring of practice, observation of practice, |
| | | | |interviews, feedback from students, peers, employers, sharing good practice, work-shadowing; |
| | | | |product and process checks. |
| | |2.3 |Summarise the preparations that need to be made for |Planning, e.g. appropriate approaches to information collection, analysis of data collected; |
| | | |internal quality assurance, including: |communicating and negotiating agenda with appropriate individuals e.g. students, |
| | | |information collection |assessors/verifiers, colleagues, employers; administrative arrangements, e.g. timelines, meetings,|
| | | |communications |CPD activities to prepare participants; resources, e.g. assessors’ records, assessment plans, |
| | | |administrative arrangements |sampling, organisation documentation, templates for recording outcomes, action plans, |
| | | |resources |opportunities for professional progression. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Understand techniques and |3.1 |Evaluate different techniques for sampling evidence |Sampling of product and process, e.g. on-site, desktop, remotely using technology, online sampling|
| |criteria for monitoring the | |of assessment, including use of technology |portfolio evidence, i.e. hard copy or electronic, sampling across learners in workplace. |
| |quality of assessment | | |Methods of sampling product evidence, e.g. random, banded, targeted, representational, percentage |
| |internally | | |coverage, across units for single unit, observation, questioning, professional discussion, witness|
| | | | |testimony. |
| | |3.2 |Explain the appropriate criteria to use for judging |Organisation standards, e.g. health and safety, equality and diversity, evidence trail, meeting |
| | | |the quality of the assessment process |targets, student satisfaction, improvement, progression. |
| | | | |Awarding organisation standards, e.g. performance criteria, levels, performance indicators, |
| | | | |checklists, logging and tracking documents, portfolios; Sector Skills Council, occupational |
| | | | |vocational standards, National Occupational Standards; government regulatory body standards, e.g. |
| | | | |Ofqual/Ofsted. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand how to internally |4.1 |Summarise the types of feedback, support and advice |Feedback, e.g. one-to-one, written and verbal, formal and informal, online, team meetings, |
| |maintain and improve the | |that assessors may need to maintain and improve the |self-assessment report; forms of support, e.g. from colleagues, mentor, line manager, quality |
| |quality of assessment | |quality of assessment |manager, specific subject or additional needs support, i.e. functional skills, staff development |
| | | | |team to provide continuing professional development, in-service education and training; awarding |
| | | | |organisation/Sector Skills Council helplines. |
| | |4.2 |Explain standardisation requirements in relation to |Standardisation requirements, e.g. awarding organisation, Sector Skills Council, regulatory |
| | | |assessment |bodies, employers, standards to meet external bodies; standardisation of assessment practice, e.g.|
| | | | |assessment is against specific and current criteria, standards, reliable, fair, safe, consistent, |
| | | | |uniformly applied and judged without bias, robust and can be replicated, shared with students. |
| | |4.3 |Explain relevant procedures regarding disputes about|Organisation policies and procedures − shared with students in keeping with external requirements,|
| | | |the quality of assessment |e.g. awarding organisation policies and procedures, Sector Skills Council, Ofqual. |
| | | | |Clear procedures and chain for addressing disputes, e.g. made accessible to all students, |
| | | | |assessor, tutor, arbitrator, peer support. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Understand how to manage |5.1 |Evaluate requirements for information management, |Information management, e.g. recording, logging, tracking documentation, outcomes shared with |
| |information relevant to the | |data protection and confidentiality in relation to |students, safeguarding recording and storage of information, e.g. organisational procedures, data |
| |internal quality assurance of | |the internal quality assurance of assessment |protection, security and safety of paper-based records, electronic formats for recording and |
| |assessment | | |storage and electronic safeguards; secure environment for providing feedback to student. |
| | | | |Identifying those with legitimate access and limiting access, e.g. recording evidence in a way |
| | | | |that can be shared with appropriate access, team meetings, assessment or standardisation meetings.|
|Learning outcomes |Assessment criteria |Unit amplification |
|6 |Understand the legal and good |6.1 |Evaluate legal issues, policies and procedures |Regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils, awarding organisations, |
| |practice requirements for the | |relevant to the internal quality assurance of |Institute for Learning; other regulations, e.g. health and safety, equality and diversity – |
| |internal quality assurance of | |assessment, including those for health, safety and |including bilingualism where appropriate, data protection. |
| |assessment | |welfare |Organisational policies and procedures for quality assurance, e.g. safeguarding students during |
| | | | |assessment, standardisation, moderation and verification of assessment; qualifications and |
| | | | |occupational competence of assessors, professional updating, continuing professional development |
| | | | |requirements. |
| | |6.2 |Evaluate different ways in which technology can |Use of technology, e.g. storage, retrieval of evidence from initial assessments, online testing, |
| | | |contribute to the internal quality assurance of |recording of evidence including audio or visual, assignments submitted electronically, electronic |
| | | |assessment |feedback to students, emailing feedback; technology for recording and storing assessment evidence,|
| | | | |e.g. software, awarding organisation’s online provision, students managing own electronic records,|
| | | | |security, issues of authenticity. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |6.3 |Explain the value of reflective practice and |Reflective practice, e.g. self-assessment, evaluation, SWOT analysis (i.e. strengths, weaknesses, |
| | | |continuing professional development in relation to |opportunities, threats), realistic goals and targets for own development in relation to quality |
| | | |internal quality assurance |assurance, use of feedback from students, colleagues, managers, external evaluators, other |
| | | | |individuals and professionals, self-assurance and quality assurance team reviews, formal and |
| | | | |informal evaluation procedures, observation reports, outcome from appraisal, milestones, |
| | | | |monitoring and modifications, updating knowledge, occupational expertise, modifications to |
| | | | |assessment plans, developing technologies to extend and enhance assessment process, contributing |
| | | | |to curriculum development. |
| | |6.4 |Evaluate requirements for equality and diversity |Range, e.g. inequality, discrimination and impact on individuals, relevant legislation, employment|
| | | |and, where appropriate, bilingualism, in relation to|regulations, policies, codes of practice relevant to the promotion of equality and valuing of |
| | | |the internal quality assurance of assessment |diversity, e.g. visual auditory impairment, physical disability, bilingualism. |
| | | | |Flexibility in approach to planning of assessment and quality assurance, e.g. negotiating timing, |
| | | | |context, providing additional resources where appropriate, recognising additional support needs, |
| | | | |alternative approaches, evidence. |
Unit 32: Using Study Skills Approaches and Techniques to Enhance the Learning of Others
Unit reference number: K/503/5814
QCF level: 4
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to enable learners to be more effective in a teaching and learning situation by developing the study skills of their own students. Different techniques and approaches are explored, using theory and practice to assess effectiveness.
Target groups
This unit is suitable for any teacher or trainer involved in helping students to develop study skills to enhance their learning. The unit also enable learners to enhance their own study skills.
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. Practice should be in the appropriate context − either with groups of students or with individuals. Learners should provide additional supporting evidence from literary sources to support practice.
Suggested unit combinations
Unit 18: Equality and Diversity (Level 4) − this unit complements the teaching or training role with evidence drawn from practice. It is available at Level 4 to provide additional challenge or specific responsibilities and is often an organisational requirement.
Unit 21: Inclusive Practice (Level 4) complements study skills by making the teacher think about student needs in a more general way.
Unit 23: Preparing for the Coaching Role or Unit 24: Preparing for the Mentoring Role (Level 4) − developing study skills provides a useful medium for developing the coaching and mentoring relationship.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand how to use study |1.1 |Evaluate approaches to developing students’ study |Developing study skills, e.g. consolidating learning cycle, use of multiple intelligences, |
| |skills approaches and | |skills |developing NLP (neuro-linguistic programming), addressing learning domains, thinking styles, |
| |techniques to enhance the | | |intrinsic and extrinsic motivation, Maslow’s principles, reflective practice. |
| |learning of others | | | |
| | |1.2 |Identify study skills techniques which can be used |Study skills techniques, e.g. SQ3R (survey, question, read, recite, review), |
| | | |to enhance the learning of others |study-cover-recall-check, concept mapping, action planning, researching, memory skills (Tony |
| | | | |Buzan), action learning, mastery learning, use of technology. |
| | |1.3 |Explain how study skills techniques can be used to |Techniques used to enhance learning, e.g. directed study, application for skills, activities to |
| | | |enhance the learning of others |improve reading and research skills, structuring ‘academic’ writing, use of presentations, |
| | | | |practice of techniques, repetition and reinforcement, collaborative working. |
| | |1.4 |Justify own selection of study skills approaches and|Approaches and techniques, e.g. use of listening skills, note-taking, key words, memory skills, |
| | | |techniques to enhance the learning of others |motivational techniques, work-based practice, repetition, mastery learning, collaborative working,|
| | | | |peer assessment or teaching, e-learning, holistic approaches, joined-up learning. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Be able to enable learners to |2.1 |Assist students to identify how they currently use |Currently using, e.g. initial assessment to establish student needs, LNA, testing level of |
| |use study skills to enhance | |study skills to enhance their learning |functional skills, self-assessment, reflection, review of subject requirements, standard and |
| |their learning | | |level, skills gaps, resources available, language and literacy skills, learning review. |
| | |2.2 |Assist students to identify ways to further develop |Ways to develop skills, e.g. introducing appropriate techniques, suggesting alternative |
| | | |their study skills to enhance their learning |approaches, aiding time management, reinforcing good practice, supporting individual in setting |
| | | | |targets that are relevant and meaningful, action planning, access to technology. |
| | |2.3 |Create opportunities for students to develop and use|Creating opportunities, e.g. applying to workplace learning, creating a studying environment, |
| | | |study skills to enhance their learning |providing resources, assignment guidelines, workbooks, study skills guides, research tasks, |
| | | | |collaborative activities, flexible or blended learning approaches, VLE, online. |
| | |2.4 |Explain ways in which specific opportunities to use |Enhancing learning, e.g. recognising individual needs, addressing issues, improving level of |
| | | |study skills have enhanced the learning of |functional skills, addressing special learning needs such as dyslexia, addressing |
| | | |individual students |under-performing, motivation, addressing skills gap, independent learning, self-management. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to evaluate own |3.1 |Review own practice in the use of study skills |Reviewing own practice, e.g. self-assessment and reflective practice, use of student feedback and |
| |practice in the use of study | |approaches and techniques to enhance the learning of|evaluations, levels of student motivation and student autonomy, changes in learning styles, |
| |skills approaches and | |others |feedback from lesson observations, review of student performance and achievements, peer reviews. |
| |techniques to enhance the | | | |
| |learning of others | | | |
| | |3.2 |Identify own strengths and areas for improvement in |Strengths and areas for improvement, e.g. SWOT analysis, awareness of student needs, opportunities|
| | | |the use of study skills approaches and techniques to|for developing study skills through activities, providing guidance when issuing assignments, |
| | | |enhance the learning of others |producing online resources, identifying targets, action planning, referring students to specialist|
| | | | |support when required. |
| | |3.3 |Plan opportunities to improve own use of study |Opportunities, e.g. reviewing new techniques, researching appropriate approaches to incorporating |
| | | |skills approaches and techniques to enhance the |study skills into the delivery of teaching and learning, working with specialists to improve own |
| | | |learning of others |skills, use of ICT, training opportunities to improve own practice. |
Unit 33: Working with Individual Learners
Unit reference number: R/503/5385
QCF level: 4
Credit value: 15
Guided learning hours: 50
Unit aim
The aim of this unit is to explore the role of mentoring, coaching and tutoring in supporting the individual, analysing the skills required. The learner is expected to reflect on their own skills for undertaking these roles.
Target groups
This unit is suitable for any teacher, tutor or trainer involved in planning work and supporting students on a one-to-one basis. It includes those in a coaching and mentoring role.
Assessment requirements
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. Practice should be in the appropriate context − with individual students. Learners will need to provide evidence of background reading to support the analysis of practice.
Suggested unit combinations
This unit is an alternative to Unit 23: Preparing for the Coaching Role (Level 4) and Unit 24: Preparing for the Mentoring Role (Level 4).
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand the roles and |1.1 |Summarise the responsibilities of a coach, mentor |Responsibilities, e.g. enabling students to identify needs, individualised learning, providing |
| |responsibilities of a coach, | |and teacher in relation to working with individual |appropriate level and type of support to achieve goals, offering appropriate guidance or |
| |mentor and teacher in relation | |students |direction, encouraging and challenging, security to share issues that have the potential to |
| |to working with individual | | |influence achievement, exploring solutions, promoting student autonomy, recognising personal and |
| |students | | |professional limits of responsibility, referral to specialist support as appropriate. |
| | |1.2 |Analyse the differences between the coaching, |Coach, e.g. identifying areas to improve performance, providing guidance or direction to meet |
| | | |mentoring and teaching roles in relation to working |student needs, targeted outcome, working to specific guidelines or structure. |
| | | |with individual learners |Mentor, e.g. ‘critical friend’, negotiating appropriate level and type of support, enabling the |
| | | | |student to determine direction, proactive rather than structured, goals less clearly defined. |
| | | | |Teacher, e.g. responsibility for needs of learning programme as well as student, subject |
| | | | |specialist, working with groups as well as individuals, focus on assessment outcomes, managing |
| | | | |learning process. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |1.3 |Review the effectiveness of coaching, mentoring and |Effectiveness in meeting needs, e.g. identifying needs through initial assessment, recognising |
| | | |teaching roles in meeting individual learning needs |preferred learning style, enabling students to identify own needs, empowerment of individual |
| | | | |students through emphasising own responsibility, student ownership enabling development of |
| | | | |required skills for reflection and self-evaluation, identifying targets for action planning, |
| | | | |providing feedback, monitoring achievements. |
|Learning outcomes |Assessment criteria |Unit amplification |
|2 |Understand how to select |2.1 |Justify the selection of strategies to meet the |Selection of strategies, e.g. one-to-one discussions encouraging students to explore issues to |
| |strategies to meet the needs of| |needs of individual learners |identify own solutions, demonstration, coaching, individual skills testing or work-based |
| |individual learners | | |assessment, practical activity in line with confidence and competence, observation of practice, |
| | | | |peer working or peer teaching, negotiating goals and SMART targets necessary to achieve successful|
| | | | |outcomes, case study, simulation, project, e-learning. |
|3 |Understand the multi-agency |3.1 |Review the resources required for an effective |Multi-agency resources, e.g. identification of own barriers or limitations and need for referral, |
| |approach to the development of | |multi-agency approach |specific support available for language or literacy, opportunities for development of numeracy |
| |individual learners | | |skills, resources available in-house, internet/intranet, provision of specialist counselling, |
| | | | |resources available for special learning needs, subject-specific professional or vocational |
| | | | |bodies, employment providers. |
| | |3.2 |Explain factors that influence the referral process |Referral process, e.g. specific nature of student needs, limit of own competence and skills, |
| | | | |conflict of interest, commitment required and time available, availability of resources, |
| | | | |availability and effectiveness of support provision, access to specialist provision, robust |
| | | | |referral process, ‘traffic-light’ or ‘flagging’ procedure, student preference. |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Understand the contribution of |4.1 |Review the processes involved in one-to-one |Emotional, intellectual and social benefits, e.g. providing safe environment to allow student to |
| |one-to-one coaching, mentoring | |coaching, mentoring and teaching in relation to |explore own issues, establishing rapport, building student confidence, demonstrating reliability, |
| |and teaching to the development| |emotional, intellectual and social benefits for |establishing trust, promoting sharing confidences, empowering individual, encouraging reflective |
| |of individual learners | |students |practice and self-assessment, providing tools necessary to aid problem solving and decision |
| | | | |making, encouraging experimentation, extending horizons. |
|5 |Be able to evaluate own |5.1 |Analyse the effectiveness of own practice in |Effectiveness of own practice, e.g. evaluation of specialist skills, reflective practice in |
| |practice in relation to | |relation to one-to-one teaching and learning |evaluating own approaches, using feedback from others in evaluating personal skills and |
| |one-to-one teaching and | |situations |attributes, evaluating achievement and feedback from students, feedback from peers, formal |
| |learning situations | | |observation feedback, performance review, student achievements, level of student autonomy and |
| | | | |self-confidence. |
| | |5.2 |Identify own strengths and areas for improvement in |Strengths and areas for improvement, e.g. SWOT analysis recording of positives and needs of own |
| | | |relation to one-to-one teaching and learning |practice, awareness of student needs, subject knowledge, specialist skills, currency of |
| | | |situations |qualification requirements, updating professional or vocational qualifications, specialist skills |
| | | | |relating to one-to-one working, level of own functional skills, identifying targets, action |
| | | | |planning, responsiveness to students and colleagues in specialist area. |
| | |5.3 |Plan opportunities to improve own skills in relation|Improvement through opportunities, e.g. CPD, observation, training, peer mentoring. |
| | | |to one-to-one teaching and learning situations | |
Unit 34: Working with the
14-19 Age Range in Education and Training
Unit reference number: D/505/1105
QCF level: 4
Credit value: 9
Guided learning hours: 30
Unit aim
This unit aims to develop an understanding of national educational policy, initiatives and provision for the 14-19 age range, and the teaching skills required to work with this age.
Target groups
This unit has limited relevance to the majority of teachers or trainers but is especially useful to anyone involved in partnership with schools where there is provision for 14 to 19-aged learners. It includes giving learners the opportunity to experience learning in the post-compulsory sector – particularly in relation to apprenticeships, work-based learning and vocational learning.
Assessment requirements
This unit requires learners to undertake practice in a work environment. Practice should be in the appropriate context – either with groups of students or with individual students – working with the 14-19 age range. The Level 5 unit must provide evidence of extended research from referenced sources.
Suggested unit combinations
Unit 8: Action Research (Level 5) provides the opportunity to research the issues surrounding working with 14-19 curriculum and provides the opportunity for ‘the teacher as researcher’.
Unit 23: Preparing for the Coaching Role (Level 4) provides the tools to work with 14-19 year olds in support of classroom teaching.
Unit 28: Understanding and Managing Behaviours in a Learning Environment
(Level 4) is a particularly useful combination as 14-19 year olds can potentially present more challenge in a learning environment – especially for trainers more accustomed to working with more mature learners with a greater vested interest in learning.
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
|Learning outcomes |Assessment criteria |Unit amplification |
|1 |Understand national |1.1 |Explain national policies and initiatives for the |National policies and initiatives, e.g. Widening Participation, Success for All, Skills for Life |
| |developments in educational | |education of the 14–19 age range |strategy, 14– 19 Curriculum (Curriculum 2000), Every Child/Learner Matters, Apprenticeships, |
| |provision for the 14–19 age | | |meeting Ofsted standards, needs for social and workforce developments, Wolf Report, PLTS (Personal|
| |range | | |Learning and Thinking Skills). |
| | |1.2 |Analyse the relationship between schools and other |Schools and other providers, e.g. widening choice, increasing flexibility, progression for those |
| | | |providers of learning for the 14–19 age range |wishing to continue formal education, more specialised or vocational learning, opportunities for |
| | | | |applying learning, increasing level of challenge, leading to higher-level qualifications. |
|2 |Understand roles and |2.1 |Describe the legal framework and key legislation |Legal framework and key legislation, e.g. equality and diversity, Disability Discrimination Act, |
| |responsibilities of teachers | |relating to teachers working with the 14–19 age |CRB requirements, Duty of Care, KS4 requirements, Ofqual, inclusive practice, education acts, |
| |working with the 14–19 age | |range |Tomlinson, Moser, Higginson, Kennedy, Wolf, Equipping our Teachers for the Future. |
| |range | | | |
| | |2.2 |Analyse own role and responsibilities in relation to|Role and responsibilities, e.g. working within organisation policies and procedures, acting in |
| | | |working with the 14–19 age range |loco-parentis, promoting inclusive practice, celebrating successes, encouraging self-assessment |
| | | | |and peer assessment, encouraging reflective practice, enabling opportunities for building study |
| | | | |skills and functional skills, skills for employment. |
|Learning outcomes |Assessment criteria |Unit amplification |
| | |2.3 |Evaluate impact on own practice of legislation |Impact of legislation, e.g. establishing relevant guidelines and codes of practice, |
| | | |relating to working with the 14–19 age range |sector-specific CRB checks, meeting Ofsted schools standards, updating personal and professional |
| | | | |skills when dealing with young people, retraining in required personal skills, developing |
| | | | |appropriate learning and teaching strategies. |
|Learning outcomes |Assessment criteria |Unit amplification |
|3 |Be able to plan learning to |3.1 |Analyse teaching, learning and assessment approaches|Teaching and learning, e.g. experiential (Kolb), learner-centred to develop cognitive and |
| |meet the needs of individual | |for use with 14–19 learners |psychomotor skills (Bruner), multisensory approaches, workshops for practice of skills, project |
| |14–19 learners | | |work to develop research skills, ILT (information and learning technology). |
| | | | |Assessment, e.g. initial or diagnostic to establish needs, formative to encourage learning, norm |
| | | | |or criterion referenced to suit needs and context, holistic approaches for integrated assessment, |
| | | | |use of peer-assessment self-assessment to build confidence, project based to allow building of |
| | | | |understanding, observation of practice to allow skills development, online testing. |
| | |3.2 |Plan learning sessions for 14–19 learners, taking |Planning, e.g. appropriate objectives, practical learning and teaching activities, linked to |
| | | |account of: |holistic approaches to assessment where possible, embedding minimum core to learning activities. |
| | | |own analysis of teaching, learning and assessment |Curriculum requirements, e.g. body of knowledge, skills requirements, functional skills, wider |
| | | |approaches for use with |skills, ILT (information and learning technology), study skills, preparing for employability. |
| | | |14–19 learners |Individual needs, e.g. appropriate language, relevant targets, bite-sized chunks to address |
| | | |curriculum requirements |concentration span, consistent approach, provide motivation, effective use of school support, |
| | | |individual learner needs |social engineering (Hannan). |
|Learning outcomes |Assessment criteria |Unit amplification |
|4 |Be able to deliver learning to |4.1 |Use teaching and learning approaches that take |Teaching and learning, e.g. promote learner autonomy, engage and support, involve and motivate, |
| |meet the needs of individual | |account of: |high expectations for what individual learners should know, understand and be able to do. Pace and|
| |14–19 learners | |own analysis of teaching and learning approaches for|challenge right for the level of course and the different ability levels of learners, specialist |
| | | |use with 14–19 learners |expertise and passion for subject depth. Creative and imaginative, 'chunks of learning’. |
| | | |curriculum requirements |Strategies to check and advance progress. |
| | | |individual needs of 14–19 learners. |Curriculum requirements, e.g. up-to-date and accurate knowledge and recent experience of subject |
| | | | |area, critical understanding of developments in the subject and curriculum area. |
| | | | |Individual needs, e.g. advancing the most able through the curriculum at a faster pace, |
| | | | |pedagogical development, respond to and address social, emotional and personal development needs |
| | | | |(SEAL). |
| | |4.2 |Use assessment methods that take account of: |Assessment, e.g. accurate assessment of students’ prior skills, knowledge and understanding, |
| | | |own analysis of assessment approaches for use with |effective initial assessment process to capture individual learning needs, congruent with |
| | | |14–19 learners |learning, advance learning as well as determine whether learning has occurred, use appropriate |
| | | |curriculum requirements |language and terminology. |
| | | |individual needs of 14–19 learners |Curriculum requirements, e.g. promote equality and diversity, linked to outcomes (formative and |
| | | | |summative). Curriculum flexibility to motivate students and encourage achievement. |
| | | | |Individual needs, e.g. feedback and guidance on how to improve, differentiated, stretch and |
| | | | |challenge, develop self-assessment skills. |
|Learning outcomes |Assessment criteria |Unit amplification |
|5 |Be able to evaluate own |5.1 |Evaluate own practice in working with 14–19 learners|Own practice, e.g. planning variety of appropriate learning and teaching activities, timing of |
| |practice in working with the | | |activities, sequencing and pacing to specific learning group needs, actively engaging students, |
| |14-19 age range | | |embedding functional and wider skills. |
| | | | |Assessment methods, e.g. engaging students, encouraging self-assessment, check-and-correct, |
| | | | |medal-and-mission, standards of observation of practice, online testing, achievements, value |
| | | | |added. |
| | |5.2 |Identify areas for improvement in own practice in |Improving own practice, e.g. liaising with others, working with 14-19 specialists, identifying |
| | | |working with 14–19 learners |opportunities for CPD, researching issues affecting 14–19 age groups, observation or work |
| | | | |shadowing, awarding organisation events, retraining. |
5 Further information and useful publications
For further information about the qualification(s) featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may be monitored for quality and training purposes) or visit our website ().
Related information and publications include:
• Equality Policy
• Information Manual (updated annually)
• Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
• Recognition of Prior Learning Policy
• Quality Assurance Handbook (updated annually).
Publications on the quality assurance of BTEC qualifications are on our website at quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to resources/publications/home.aspx
6 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
• planning for the delivery of a new programme
• planning for assessment and grading
• developing effective assignments
• building your team and teamwork skills
• developing student-centred learning and teaching approaches
• building functional skills into your programme
• building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Edexcel may monitor calls for quality and training purposes.
The training we provide:
• is practical — ideas are developed and applied
• is designed to be supportive and thought provoking
• builds on best practice.
Annexe A–Portfolio Evidence Record Sheets
Unit 6: Action Learning for Teaching in a Specialist Area of Disability (Level 5)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the impact of a specific impairment on teaching and |1.1 |Analyse a specific impairment and the related support needs of | | |
| |learning | |disabled learners | | |
| | |1.2 |Explain ways of adjusting practice for learners with a specific | | |
| | | |impairment | | |
| | |1.3 |Evaluate specific support within an organisation for learners with a | | |
| | | |specific impairment | | |
|2 |Understand how to investigate effective practice in a specialist |2.1 |Analyse ways to include learners with a disability in an | | |
| |area of disability | |investigation | | |
| | |2.2 |Explain ethical considerations when involving learners with a | | |
| | | |disability | | |
| | |2.3 |Evaluate a range of action learning research methods | | |
|3 |Be able to investigate practice in a specialist area of |3.1 |Develop a focus for investigation | | |
| |disability | | | | |
| | |3.2 |Design and implement an action plan to support the investigation | | |
| | |3.3 |Evaluate the practice of other teachers in your area of interest | | |
| | |3.4 |Report the findings of the investigation | | |
| | |3.5 |Analyse ways in which findings from an investigation can be used to | | |
| | | |develop own professional practice | | |
|Learner name: | |Date: |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 7: Action Learning to Support Development of Subject-specific Pedagogy (Level 5)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand how to identify an area of interest related to |1.1 |Justify own selection of an area of interest for investigation | | |
| |practice in own subject-specific area | | | | |
| | |1.2 |Evaluate ways in|
| | | |which enhanced |
| | | |knowledge from |
| | | |investigation of|
| | | |an area of |
| | | |interest could |
| | | |improve subject |
| | | |specific |
| | | |pedagogy |
|6 |Be able to present findings from investigation of an area of interest|6.1 |
| |in own subject-specific area | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 8: Action Research (Level 5)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the purpose and nature of action research |1.1 |Explain the purpose of action research | | |
| | |1.2 |Analyse key |
| | | |features of the |
| | | |action research |
| | | |process |
|4 |Be able to carry out action research |4.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 9: Assess Occupational Competence in the Work Environment (Level 3)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Be able to plan the assessment of occupational competence |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 |
|2 |Be able to make assessment decisions about occupational competence |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|
|4 |Be able to maintain legal and good practice requirements when |4.1 |
| |assessing occupational competence | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 10: Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes (Level 3)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Be able to promote understanding of recognition and accreditation|1.1 |Describe models of recognition to learners, assessors and other | | |
| |of prior learning with external stakeholders | |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 |
|3 |Be able to support learners to recognise prior learning and achievement |3.1 |Provide |
| | | |guidance for |
| | | |learners in |
| | | |choosing |
| | | |target |
| | | |qualifications|
| | | |that include |
| | | |their prior |
| | | |learning |
|5 |Be able to evaluate and improve practice |5.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 11: Delivering Employability Skills (Level 4)
|Learning outcomes |Assessment criteria |Portfolio ref |Date |
|1 |Understand the differences between employability skills and |1.1 |Explain differences between employability skills and employment | | |
| |employment skills | |skills | | |
| | |1.2 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 12: Develop Learning and Development Programmes (Level 4)
|Learning outcomes |Assessment criteria |Portfolio ref |Date |
|1 |Understand the principles underpinning the development of |1.1 |Explain the objectives of learning and development programmes | | |
| |learning and development programmes | | | | |
| | |1.2 |Evaluate the |
| | | |factors of |
| | | |learning and |
| | | |development |
| | | |programmes |
| | | |that impact on|
| | | |development, |
| | | |delivery, |
| | | |assessment and|
| | | |accreditation |
|3 |Be able to review learning and development programmes |3.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 13: Developing, Using and Organising Resources in a Specialist Area (Level 5)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the purpose and use of resources in own specialist |1.1 |Explain the purpose of resources in teaching and learning | | |
| |area | | | | |
| | |1.2 |Evaluate the |
| | | |effectiveness |
| | | |of specific |
| | | |resources from|
| | | |own specialist|
| | | |area in |
| | | |meeting |
| | | |individual |
| | | |learning needs|
|4 |Understand legal requirements and responsibilities relating to the |4.1 |
| |development and use of resources | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 14: Effective Partnership Working in the Learning and Teaching Context (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the purpose and nature of partnership working |1.1 |Explain reasons for partnership working | | |
| | |1.2 |Review |
| | | |opportunities |
| | | |and challenges|
| | | |of working |
| | | |within a |
| | | |partnership |
|4 |Understand how to measure and report on a partnership’s outputs |4.1 |Summarise |
| | | |performance |
| | | |indicators |
| | | |used to |
| | | |measure the |
| | | |effectiveness |
| | | |of a specific |
| | | |partnership |
|6 |Understand the wider context within which a partnership operates |6.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 15: Engage Learners in the Learning and Development Process (Level 3)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand principles and purpose of engaging learners in |1.1 |Explain principles of learner engagement in the learning and | | |
| |learning and development | |development process | | |
| | |1.2 |Evaluate the |
| | | |processes and |
| | | |activities |
| | | |used to engage|
| | | |learners in |
| | | |learning and |
| | | |development |
|4 |Be able to assist the learner in reviewing their own progress |4.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 16: Engage with Employers to Develop and Support Learning Provision (Level 3)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand information relating to employers developing provision|1.1 |Analyse information sources about individual employers and employment | | |
| |for learners | |sectors, locally and nationally | | |
| | |1.2 |Summarise |
| | | |learning |
| | | |provision |
| | | |available to |
| | | |an employer |
|3 |Be able to engage with employers for the benefit of learners |3.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 17: Engage with Employers to Facilitate Workforce Development (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the opportunities available for workforce development |1.1 |Analyse national approaches related to the skilling and productivity of| | |
| | | |the workforce in line with current legislation and socio-economic | | |
| | | |requirements | | |
| | |1.2 |Explain what |
| | | |constitutes |
| | | |workforce |
| | | |development in|
| | | |a business |
| | | |context |
|4 |Understand how to facilitate learning and development opportunities in the |4.1 |Identify the |
| |workplace | |sources of |
| | | |support and |
| | | |resources that|
| | | |are available |
| | | |from |
| | | |stakeholders |
|6 |Be able to work with employers to facilitate workforce development |6.1 |
| |solutions | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 18: Equality and Diversity (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the key features of a culture which promotes equality |1.1 |Define the meanings of equality and diversity in the UK context | | |
| |and values diversity | | | | |
| | |1.2 |Analyse the |
| | | |benefits of |
| | | |promoting |
| | | |equality and |
| | | |diversity for |
| | | |individual |
| | | |learners |
|4 |Understand how to help others in the promotion of equality and valuing |4.1 |
| |of diversity | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 19: Evaluating Learning Programmes (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the principles of evaluating learning programmes |1.1 |Analyse the principles of evaluating learning | | |
| | |1.2 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 20: Identify the Learning Needs of Organisations (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the principles and practices of learning needs |1.1 |Explain the principles and practice of learning needs analysis for | | |
| |analysis for organisations | |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 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 21: Inclusive Practice (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand factors which influence learning |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 |Understand the impact of policy and regulatory frameworks on inclusive practice|2.1 |Summarise |
| | | |policy and |
| | | |regulatory |
| | | |frameworks |
| | | |relating to |
| | | |inclusive |
| | | |practice |
|5 |Understand how to evaluate own inclusive practice |5.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 22: Internally Assure the Quality of Assessment (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Be able to plan the internal quality assurance 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 |Be able to internally evaluate the quality of assessment |2.1 |Carry out |
| | | |internal |
| | | |monitoring |
| | | |activities to |
| | | |quality |
| | | |requirements |
|4 |Be able to manage information relevant to the internal quality |4.1 |
| |assurance of assessment | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 23: Preparing for the Coaching Role (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|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 | | |
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|2 |Understand the use of coaching in a specific context |2.1 |Analyse the |
| | | |benefits of |
| | | |coaching in a |
| | | |specific |
| | | |context |
|3 |Understand how to identify client goals and outcomes |3.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 24: Preparing for the Mentoring Role (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|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 | | |
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|2 |Understand the use of mentoring in a specific context |2.1 |Analyse the |
| | | |benefits of |
| | | |mentoring in a|
| | | |specific |
| | | |context |
|3 |Understand how to identify client goals and outcomes |3.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 25: Preparing for the Personal Tutoring Role (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand own role and responsibilities in relation to the |1.1 |Analyse the skills and qualities required for a personal tutoring role | | |
| |personal tutoring role | | | | |
| | |1.2 |Explain how own values, behaviours and attitudes can impact on the | | |
| | | |personal tutoring role | | |
| | |1.3 |Explain the boundaries and limitations of a personal tutoring role | | |
| | |1.4 |Explain the importance of acting according to ethical and professional | | |
| | | |codes and standards in a personal tutoring role | | |
| | |1.5 |Analyse the importance of communication in a personal tutoring role | | |
|2 |Understand factors affecting learners’ approaches to learning |2.1 |Analyse how |
| | | |learners’ |
| | | |socio-economic|
| | | |, cultural and|
| | | |personal |
| | | |background, |
| | | |work history |
| | | |and |
| | | |educational |
| | | |achievement |
| | | |can affect |
| | | |their needs, |
| | | |aspirations, |
| | | |decision-makin|
| | | |g abilities |
| | | |and approach |
| | | |to learning |
|3 |Understand the use of personal tutoring in a specific context |3.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 26: Specialist Delivery Techniques and Activities (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the role of specialist delivery techniques in a |1.1 |Explain the purpose of specialist delivery techniques in meeting | | |
| |specific area | |learner needs in a specific area | | |
| | |1.2 |Identify learning needs that can be met through the use of specialist | | |
| | | |delivery techniques | | |
| | |1.3 |Justify the use of specialist delivery techniques to meet the needs of | | |
| | | |learners in a specific area | | |
| | |1.4 |Review issues that influence the development of specialist delivery | | |
| | | |techniques | | |
|2 |Be able to develop specialist delivery techniques and learning activities in |2.1 |Review issues |
| |own specific area | |that influence|
| | | |the |
| | | |development of|
| | | |specialist |
| | | |delivery |
| | | |techniques |
|4 |Be able to evaluate own practice in relation to specialist delivery |4.1 |
| |techniques | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 27: Teaching in a Specialist Area (level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the aims and philosophy of education and training in a|1.1 |Explain key aims of education and training in own specialist area | | |
| |specialist area | | | | |
| | |1.2 |Analyse philosophical issues relating to education and training in own | | |
| | | |specialist area | | |
|2 |Understand the aims and structure of key qualifications and learning programmes|2.1 |Describe the |
| |available to learners in a specialist area | |aims and |
| | | |structure of |
| | | |key |
| | | |qualifications|
| | | |in own |
| | | |specialist |
| | | |area |
|5 |Be able to work with others within a specialist area to develop own |5.1 |
| |practice | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 28: Understanding and Managing Behaviours in a Learning Environment (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand potential factors leading to behaviours that disrupt a|1.1 |Describe behaviours that can occur in a learning environment | | |
| |learning environment | | | | |
| | |1.2 |Explain potential factors leading to behaviours that can disrupt a | | |
| | | |learning environment | | |
|2 |Understand organisational policies relating to managing behaviours in the |2.1 |Explain key |
| |learning environment | |aspects of |
| | | |legislation |
| | | |relating to |
| | | |managing |
| | | |behaviours in |
| | | |a learning |
| | | |environment |
|5 |Be able to evaluate own practice in managing behaviours in a learning |5.1 |
| |environment | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 29: Understanding and Managing Behaviours in a Learning Environment (Level 5)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the characteristics and impact of behaviours in a |1.1 |Analyse behaviours that can occur in a learning environment | | |
| |learning environment | | | | |
| | |1.2 |Analyse potential factors contributing to behaviours in a learning | | |
| | | |environment | | |
| | |1.3 |Analyse the impact of behaviours on a learning environment | | |
|2 |Understand legislation and organisational policies relating to |2.1 |
| |managing behaviours in a learning environment | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 30: Understanding the Principles and Practices of Externally Assuring the Quality of Assessment (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the context and principles of external quality |1.1 |Analyse the functions of external quality assurance of assessment in | | |
| |assurance | |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 | | |
| | |1.4 |Explain the regulations and requirements for external and internal | | |
| | | |quality assurance in own area of practice | | |
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|2 |Understand how to plan the external quality assurance of assessment |2.1 |Evaluate the |
| | | |importance of |
| | | |planning and |
| | | |preparing |
| | | |external |
| | | |quality |
| | | |assurance |
| | | |activities |
|4 |Understand how to externally maintain and improve the quality of assessment |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 |
|6 |Understand the legal and good practice requirements relating to |6.1 |
| |external quality assurance | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 31: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the context and principles of internal quality |1.1 |Explain the functions of internal quality assurance in learning and | | |
| |assurance | |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 | | |
| | |1.4 |Explain the regulations and requirements for internal quality assurance| | |
| | | |in own area of practice | | |
|2 |Understand how to plan the internal quality assurance of assessment |2.1 |Evaluate the |
| | | |importance of |
| | | |planning and |
| | | |preparing |
| | | |internal |
| | | |quality |
| | | |assurance |
| | | |activities |
|3 |Understand techniques and criteria for monitoring the quality of assessment |3.1 |Evaluate |
| |internally | |different |
| | | |techniques for|
| | | |sampling |
| | | |evidence of |
| | | |assessment, |
| | | |including use |
| | | |of technology |
|6 |Understand the legal and good practice requirements for the internal |6.1 |
| |quality assurance of assessment | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 32: Using Study Skills Approaches and Techniques to Enhance the Learning of Others
(Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand how to use study skills approaches and techniques to|1.1 |Evaluate approaches to developing learners’ study skills | | |
| |enhance the learning of others | | | | |
| | |1.2 |Identify study skills techniques which can be used to enhance the | | |
| | | |learning of others | | |
| | |1.3 |Explain how study skills techniques can be used to enhance the learning| | |
| | | |of others | | |
| | |1.4 |Justify own selection of study skills approaches and techniques to | | |
| | | |enhance the learning of others | | |
|2 |Be able to enable learners to use study skills to enhance their learning |2.1 |Assist |
| | | |learners to |
| | | |identify how |
| | | |they currently|
| | | |use study |
| | | |skills to |
| | | |enhance their |
| | | |learning |
|3 |Be able to evaluate own practice in the use of study skills approaches |3.1 |
| |and techniques to enhance the learning of others | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 33: Working with Individual Learners (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand the roles and responsibilities of a coach, |1.1 |Summarise the responsibilities of a coach, mentor and teacher in relation | | |
| |mentor and teacher in relation to working with individual | |to working with individual learners | | |
| |learners | | | | |
| | |1.2 |Analyse the differences between the coaching, mentoring and teaching roles | | |
| | | |in relation to working with individual learners | | |
| | |1.3 |Review the effectiveness of coaching, mentoring and teaching roles in | | |
| | | |meeting individual learning needs | | |
|2 |Understand how to select strategies to meet the needs of |2.1 |Justify the selection of strategies to meet the needs of individual | | |
| |individual learners | |learners | | |
|3 |Understand the multi-agency approach to the development of individual learners |3.1 |Review the |
| | | |resources |
| | | |required for |
| | | |an effective |
| | | |multi-agency |
| | | |approach |
|5 |Be able to evaluate own practice in relation to one-to-one teaching and |5.1 |
| |learning situations | |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Unit 34: Working with the 14-19 Age Range in Education and Training (Level 4)
|Learning outcomes |Assessment criteria |Portfolio reference |Date |
|1 |Understand national developments in educational provision |1.1 |Explain national policies and initiatives for the education of the 14–19 | | |
| |for the 14–19 age range | |age range | | |
| | |1.2 |Analyse the relationship between schools and other providers of learning | | |
| | | |for the 14–19 age range | | |
|2 |Understand roles and responsibilities of teachers working |2.1 |Describe the legal framework and key legislation relating to teachers | | |
| |with the 14–19 age range | |working with the 14–19 age range | | |
| | |2.2 |Analyse own role and responsibilities in relation to working with the 14–19| | |
| | | |age range | | |
| | |2.3 |Evaluate impact on own practice of legislation relating to working with the| | |
| | | |14–19 age range | | |
|3 |Be able to plan learning to meet the needs of individual 14-19 learners |3.1 |Analyse |
| | | |teaching, |
| | | |learning and |
| | | |assessment |
| | | |approaches for|
| | | |use with 14–19|
| | | |learners |
|4 |Be able to deliver learning to meet the needs of individual 14-19 learners |4.1 |
|Learner signature: | |Date: |
|Assessor signature: | |Date: |
|Internal verifier signature (if verified) | |Date: |
Db300614G:\WORDPROC\LT\PD\BTEC LEVEL\9781446913727_BTEC_LVL_L45_EDTRAIN_ISSUE_2\9781446913727_BTEC_LVL_L45_EDTRAIN_ISSUE_2.DOC.1–285/1
June 2014
For more information on Edexcel and BTEC qualifications please
visit our websites: and btec.co.uk
BTEC is a registered trademark of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828
Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121
-----------------------
Optional units to be used in conjunction with specifications for:
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- qualifications for first time home buyer loan
- qualifications for first time home buyers
- qualifications for vp of operations
- minimum qualifications for job descriptions
- qualifications for a personal loan
- qualifications for va home loan
- qualifications to purchase a home
- qualifications to teach high school
- qualifications for mental health counselor
- teaching qualifications by state
- qualifications for high school teacher
- qualifications for a startup business loan