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Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
Specification
Professional and Specialist qualifications First teaching October 2011 Issue 2
Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.
Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.
This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Jane Boehm
Publications Code BA033574
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing Edexcel Specialist and Professional qualifications 1
What are Edexcel Specialist qualifications? 1
What are Edexcel Professional qualifications? 1
2 Qualification summary and key information 3
QCF qualification title and qualification number 4
Objective of the qualifications 4
Related qualifications in the teaching, training and education suite 4
Inter-relationships between teaching, training and education qualifications 5
Relationship with previous specifications 6
Progression opportunities through Edexcel qualifications 6
Industry Support and recognition 6
Relationship with National Occupational Standards 6
3 Centre resource requirements 7
General resource requirements 7
Specific resource requirements 7
4 Qualification structures 9
Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of combination 9
Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of Combination 10
5 Assessment 12
6 Recognising prior learning and achievement 14
Recognition of Prior Learning 14
Credit transfer 14
7 Quality assurance of centres 15
Centre recognition and approval centre recognition 17
8 Programme delivery 18
9 Access and recruitment 19
10 Access to qualifications for learners with disabilities or specific needs 20
11 Unit format 21
Unit title 21
Unit reference number 21
QCF level 21
Unit type 21
Credit value 21
Guided learning hours 21
Unit aim 21
Assessment requirements 21
Learning outcomes 22
Assessment criteria 22
Unit amplification 22
Information for tutors (non-competence units only) 22
Unit 1: Facilitate Learning and Development in Groups (Level 3) 23
Unit 2: Facilitate Learning and Development for Individuals (Level 3) 28
Unit 3: Manage Learning and Development in Groups (Level 4) 33
Unit 4: Principles of Assessment in Lifelong Learning (Level 3) 40
Unit 5: Principles of Assessment in Lifelong Learning (Level 4) 46
Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) 53
Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) 59
Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) 68
Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) 76
Unit 10: Understanding the Principles and Practices of Assessment (Level 3) 85
Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) 93
Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) 101
12 Further information and useful publications 109
13 Professional development and training 110
Annexe A 111
Progression opportunities 111
Annexe B 114
Preparing to Teach in the Lifelong Learning Sector mapping 114
Annexe C 118
Unit mapping overview 118
Annexe D 120
Personal Learning Log document 120
Annexe E 134
(Sample) Micro-teach assignment 134
Annexe F 138
Micro-teach observation feedback form 138
Annexe G 140
Portfolio Evidence Recording Sheets 140
Unit 1: Facilitate Learning and Development in Groups (Level 3) 140
Unit 2: Facilitate Learning and Development for Individuals (Level 3) 142
Unit 3: Manage Learning and Development in Groups (Level 4) 144
Unit 4: Principles of Assessment in Lifelong Learning (Level 3) 147
Unit 5: Principles of Assessment in Lifelong Learning (Level 4) 148
Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) 149
Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) 151
Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) 153
Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) 155
Unit 10: Understanding the Principles and Practices of Assessment (Level 3) 157
Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3) 161
Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) 162
Purpose of this specification
The purpose of this specification is to provide details of the rules of combination and details of all units accredited by Edexcel for use in the delivery of the Level 3 and Level 4 Award in Preparing to Teach in Lifelong Learning Sector (QCF).
These units were originally developed in 2007, and have now been reviewed and updated in line with sector requirements. Any changes made have been in response to sector demand and to provide increased flexibility to the changing demands made of the further education sector. Units are also included that have been developed for other qualifications, such as those for learning and development (competence). These units are considered appropriate for the many related roles undertaken by teachers, tutors and trainers particularly in work based learning.
This specification includes all units offered by Edexcel for the Awards in Preparing to Teach in the Lifelong Learning Sector qualifications, and should be used in accordance with the rules of combination for the different qualifications. The rules of combination are included and it is important to use only those units listed and approved for each qualification
This specification sets out:
the qualification’s objective to meet the requirements for those in the associate teaching role in the further education sector
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units which a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learner’s level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
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1 Introducing Edexcel Specialist and Professional qualifications
What are Edexcel Specialist qualifications?
Edexcel Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF), in this case, the Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
There are three sizes of Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time — defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
This specialist qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England. The quality assurance model for this level 3 qualification will be determined by the whether or not competence units are chosen by the learner within the rules of combination (see section 7: Quality assurance of centres for further details).
What are Edexcel Professional qualifications?
Edexcel Professional qualifications are qualifications from Levels 4–7 on the Qualifications and Credit Framework (QCF), in this case the Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
There are three sizes of qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
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Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
This professional qualification was developed to meet the requirements of those involved in an associate teaching role in the further education sector in England. The quality assurance model for this level 4 qualification will be determined by the whether or not competence units are chosen by the learner within the rules of combination (see section 7: Quality assurance of centres for further details).
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2 Qualification summary and key information
Qualification title Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
QCF Qualification Number (QN) 600/2774/5
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/10/2011
Age range that the qualification is approved for
19+
Credit value 12
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 48-61
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 9, access and recruitment)
Qualification title Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector(QCF)
QCF Qualification Number (QN) 600/2771/X
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/10/2011
Age range that the qualification is approved for
19+
Credit value 12
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 48-66
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 9, access and recruitment)
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QCF qualification title and qualification number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification numbers for the qualifications in this publication are:
Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 600/2774/5
Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 600/2771/X
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.btec.co.uk/keydocuments
These qualifications are accredited by Ofqual as being stand alone.
Objective of the qualifications
The Edexcel Level 3 and Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) are introductory teaching qualifications. These qualifications prepare learners for teaching in a wide range of contexts, including an associate teaching role in the further education sector in England. Learners should choose the level of study appropriate for themselves. This may be influenced by plans for progression to other teaching roles and qualifications. Achieving the Edexcel Level 3 or Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) will provide sufficient evidence that the learner has acquired the necessary skills and knowledge to enable them to teach beyond an initial year in the further education sector.
These qualifications give learners the opportunity to:
develop knowledge related to teaching and learning in an associate teaching role
develop skills in teaching and learning
achieve a nationally-recognised Level 3 or 4 qualification
develop personal growth and engagement in learning.
Related qualifications in the teaching, training and education suite
Which qualification is most appropriate for which role?
ROLE QUALIFICATION
Assessor or Internal Quality
Assurer
Training, Assessment and Quality Assurance (TAQA)
Trainer Learning and Development (L&D)
New to teaching or training Preparing to Teach in the Lifelong Learning Sector (PTLLS)
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ROLE QUALIFICATION
Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)
Inter-relationships between teaching, training and education qualifications
All of the teaching and learning qualifications contain some common units, increasing both the transferability between the qualifications and the choice of units available to centres and learners.
Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part- and full-time teaching.
We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.
Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) — (see further details in Section 8, Programme delivery).
Preparing to Teach in the Lifelong Learning Sector
Certificate in Teaching in the Lifelong Learning Sector
Diploma in Teaching in the Lifelong Learning Sector
Learning and Development
Training, Assessment and Quality Assurance
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Relationship with previous specifications
This specification is a direct specification replacement for specification BA027222 Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) and Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector(QCF). These changes have been made to reflect updates in our specification document layout. The structures, rules of combination, content and assessment of the qualifications in the earlier PTLLS specification, BA027222, have not been altered.
Progression opportunities through Edexcel qualifications
Learners who have achieved the Edexcel Level 3 or Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) can progress on to the Edexcel Level 3 or Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) or the Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF). It should be noted that the units in the Edexcel Level 3 and Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) will also form part of the Certificate and Diploma qualifications for teaching in the lifelong learning sector. LSIS expects that the majority of teachers, tutors and trainers who fall under the FE teachers regulations will meet requirements by enrolling on one of these qualifications (appropriate to teaching role). Centres should note that achievement of the Diploma in Teaching in the Lifelong Learning Sector permits only twelve (12) credits to be at level 3. Trainee teachers wishing to undertake a PTLLS qualification should be made aware of this.
Industry Support and recognition
These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.
Relationship with National Occupational Standards
These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk. Further information is available, as well as advice on teaching in the further education sector, from the Information and Advice Service at [email protected] or telephone: 0300 303 1877.
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3 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
General resource requirements
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to make sure continuing professional development for staff delivering the qualifications.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
Specific resource requirements
As well as the general requirements above, there are specific resource requirements that centres must meet with regard to the requirement for a minimum of one hour of micro-teaching. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Observed and assessed practice
There is a minimum requirement that learners should be involved in at least one hour of micro-teaching. Each learner must deliver at least one 15 minute micro-teach session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teach sessions or observe the micro-teach sessions of other learners.
For the following units there is no requirement to undertake practice other than as micro-teaching for assessment purposes and there is no requirement for these units that any practice be observed or assessed in a work environment:
Unit 4: Principles of Assessment in Lifelong Learning (Level 3)
Unit 5: Principles of Assessment in Lifelong Learning (Level 4)
Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3)
Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4)
Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3)
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Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4)
Unit 10: Understanding the Principles and Practices of Assessment (Level 3)
Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3)
Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4)
The following units require learners to undertake practice in a work environment. Practice should be in the appropriate context – either with groups of learners or with individual learners. The number of hours of practice required is not specified:
Unit 1: Facilitate Learning and Development in Groups (Level 3)
Unit 2: Facilitate Learning and Development for Individuals (Level 3)
Unit 3: Manage Learning and Development in Groups (Level 4)
The following units also require learners to be assessed in a work environment and there are additional requirements for those assessing these units. Practice assessed should be in the appropriate context – either with individual learners or groups of learners:
Unit 1: Facilitate Learning and Development in Groups (Level 3)
Unit 2: Facilitate Learning and Development for Individuals (Level 3)
Unit 3: Manage Learning and Development in Groups (Level 4)
Unit: Identify Individual Learning and Development Needs (Level 3)*
Unit: Develop and Prepare Resources for Learning and Development (Level 4) *
The additional requirements for those who assess these units are:
to have up-to-date working knowledge and experience of best practice in Learning and Development
to be occupationally competent in the units they are assessing
to hold one of the following qualifications or their recognised equivalent:
Level 3 Award in Assessing Competence in the Work Environment
Level 3 Certificate in Assessing Vocational Achievement
A1 Assess candidate performance using a range of methods
D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
to show current evidence of continuing professional development in assessment and learning and development.
*For details of this unit, refer to the specification document for the Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (QCF) and Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) (CTLLS).
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4 Qualification structures
Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of combination
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 12
Number of mandatory credits that must be achieved 3
Number of optional credits that must be achieved 9
Unit name Unit no Unit ref no Level Credit GLH
3 credits must be achieved from this group
Roles, Responsibilities and Relationships in Lifelong Learning
6 M/503/1229 3 3 12
6 credits must be achieved from this group
Understanding Inclusive Learning and Teaching in Lifelong Learning
8 T/503/1233 3 3 12
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
11 Y/503/1242 3 3 12
Facilitate Learning and Development in Groups*
1 F/502/9548 3 6 25
Facilitate Learning and Development for Individuals*
2 J/502/9549 3 6 25
3 credits must be achieved from this group
Understanding the Principles and Practices of Assessment*
10 D/601/5313 3 3 24
Principles of Assessment in Lifelong Learning
4 Y/503/1239 3 3 12
*Indicates a Learning and Development Unit
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Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) – Rules of Combination
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 12
Minimum number of credits that must be achieved at level 4 or above
9
Unit name Unit no Unit ref no Level Credit GLH
3 credits must be achieved from this group
Roles, Responsibilities and Relationships in Lifelong Learning
6 M/503/1229 3 3 12
Roles, Responsibilities and Relationships in Lifelong Learning
7 M/503/1232 4 3 12
3 credits must be achieved from this group
Principles of Assessment in Lifelong Learning
4 Y/503/1239 3 3 12
Principles of Assessment in Lifelong Learning
5 R/503/1241 4 3 12
Understanding the Principles and Practices of Assessment*
10 D/601/5313 3 3 24
6 credits must be achieved from group C or group D
Learners selecting group C must achieve 3 credits from sub group C1 and 3 credits from sub group C2
Sub group C1
Understanding Inclusive Learning and Teaching in Lifelong Learning
8 T/503/1233 3 3 12
Understanding Inclusive Learning and Teaching in Lifelong Learning
9 F/503/1235
4 3 12
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Unit name Unit no Unit ref no Level Credit GLH
Sub group C2
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
11 Y/503/1242 3 3 12
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
12 R/503/1238 4 3 12
Group D
Manage Learning and Development in Groups*
3 A/502/9550 4 6 30
Note: there are no mandatory units in the Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
*Indicates a Learning and Development Unit
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5 Assessment
The table below gives a summary of the assessment methods used in the qualifications.
Units Assessment method
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Assignment briefs should indicate clearly which assessment criteria are being targeted and what evidence is required.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
The examples provided in the units as assessment activities cover the criteria in the assessment grid. These examples are for guidance only and it is recommended that centres either adapt Edexcel assessments to meet local needs and resources or write their own. There should be evidence in the course file that assignments have been internally reviewed and moderated.
It is also important to recognise that the guidance provided is in a simple form and that, in addition to the logging and feedback record relating to the assessment criteria, each assignment brief should include:
• date of issue and date for submission
• guidelines for word count (where appropriate for depth or range required)
• sources/types of appropriate evidence
• any specific guidance to support learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports
• the use of Harvard referencing for all research materials.
Learners must be made aware that the session plans they produce as part of their scheme of work are the same session plans that they need to resource, assess, deliver and review.
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To achieve the Award in Preparing to Teach in the Lifelong Learning Sector (QCF), there is a minimum requirement that learners should be involved in at least one hour of micro-teaching. Each learner must deliver at least one 15 minute micro-teach session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teach sessions or observe the micro-teach sessions of other learners.
Any appropriate location for micro-teaching will allow a trainee teacher to meet the requirements of the standards; variety is encouraged, but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid repeated assessment (see individual units for guidance).
Further guidance about internal assessment is available on the Edexcel website.
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.
There is also a tariff, devised by Standards Verification UK, mapping coverage of legacy teaching qualifications to the new standards. The tariff can help learners and centres identify where to start their teacher training to meet regulatory, and/or contractual, obligations.
The tariff includes qualifications held by teachers/trainers/tutors in all further education environments including further education colleges, work based learning providers, adult and community learning services and Third Sector organisations. The tariff can be found on the web at http://tariff.svuk.eu/.
Please note: tariffs for qualifications mapped after September 2011 (release of revised generic FE qualifications by LSIS) can be found on the New Tariff of ITT Qualifications (2011).
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
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7 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The Edexcel qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at www.btec.co.uk/keydocuments
External Examination and Standards Verification quality assurance models
There are currently two quality assurance models in place for all Initial Teacher Training (ITT) qualifications. The Standards Verification model is in place for all ITT qualifications with embedded competence units, and the External Examination model for all ITT qualifications without embedded competence units. We aim to provide one Standards Verifier/External Examiner where possible to centres that are running a combination of competence based and non-competence based ITT qualifications.
What is External Examination?
External Examination is the form of external verification undertaken for Edexcel programmes at Levels 4-7.
External Examination is how we check that your centre is operating quality assurance and assessing to national standards. External Examination relates to centres operating programmes in the manner associated with higher education or qualifications in a professional context.
There will normally be one visit each year for programmes in a sector.
How do we do it?
We allocate a subject-specific expert to a programme sector to conduct sampling of assessed student work and provide judgements and feedback.
Your External Examiner will work with you to support you in identifying good practice and areas for further development, giving you guidance on how you can improve your delivery.
Which qualifications does External Examination cover?
Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units)
Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (without competence units)
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)
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Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (without competence units)
Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (without competence units)
For further information on External Examination please refer to chapter 6b of the BTEC Quality Assurance Handbook.
What is Standards Verification?
Standards Verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.
Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.
It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.
There will normally be two visits each year for programmes in a sector.
How do we do it?
We allocate a Standards Verifier:
to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact
to those specific programmes that they are occupationally competent to verify.
Which qualifications does Standards Verification cover?
Edexcel Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units)
Edexcel Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (with competence units)
Edexcel Level 3 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units)
Edexcel Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) (with competence units)
Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (with competence units)
For further information please refer to chapter 6b of the BTEC Quality Assurance Handbook which can be found at: www.btec.co.uk/keydocuments.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
17
Centre recognition and approval centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).
Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.
In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.
The PTLLS units have different delivery options which, depending on which option the centre chooses to offer, will affect the Approval Status the centre will need to hold (or apply for) and the Quality Assurance process the centre will need to follow.
Option 1:
The new teaching qualifications include the flexibility to recognise some Learning and Development competency-based units as option units (as listed in the Rules of Combination). If the learner has already completed Learning and Development units and had them certified, they can choose to RPL them to gain exemption. This will require the centre to hold (or seek) standard HE Qualification Approval. The centre will then be subjected to the standard HE quality assurance processes.
Option 2:
The same approval and quality assurance requirement will apply if the centre ONLY wishes to deliver the traditional, non-competency units.
Option 3:
This option applies if the learner has not previously achieved any Learning and Development units and they would like the option to complete them as part of an option units offer. In this instance, centres must hold or seek approval to offer the teaching qualifications with BOTH competency AND non-competency units. This will require BOTH the NVQ and the HE Qualification Approval forms to be completed by the appropriate Senior Standards Verifier (who will be allocated by Edexcel).
In addition, the centre will be subject to quality assurance processes that will be carried out by a Standards Verifier suitably qualified to cover both non-competency and competency units.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
18
8 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
For the qualifications in this specification, there is a requirement for a minimum requirement that learners should be involved in at least one hour of micro-teaching. Further details are available within individual units and in the Specific resource requirements section of this specification document.
Where legislation is referred to in a unit, centres must ensure that current legislation is taught.
Centres may wish to approach the units in the PTLLS qualification as a single, holistic, integrated activity. Alternatively, they may wish to integrate the theory with the practical assessments for individual units. The programme combines taught sessions, individual directed study and micro-teaching. Units may be delivered in any order but the numbering of units provided in the guidance provides a logical sequence.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
19
9 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to specialist and professional qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether they have the potential to achieve the qualification. It is recommended that all those wishing to join this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. Development needs should be recorded and an action plan agreed.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs.
These qualifications were developed to meet the requirements of those involved in an associate teaching role in the further education sector in England.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
20
10 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.
The documents are on our website at www.edexcel.com/policies
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
21
11 Unit format
Units in this specification have the following sections:
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Unit type
This indicates whether a unit sits within the specialist, professional or competence category. Different approval conventions may apply to different unit types; see Quality Assurance section for further details.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Assessment requirements
This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
22
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
Information for tutors (non-competence units only)
This section (included in non-competence units only) gives tutor information on delivery and assessment. It usually contains the following subsections:
Delivery — explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Learning Activities – are included as guidance for use with the suggested assessment activities and demonstrate just one way of planning the delivery and assessment of the unit
Assessment — gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Assessment Activities – suggested activities that cover the assessment criteria for the unit. The activities are for guidance only and it is recommended that centres adapt the activities to meet local needs and resources or write their own assignments.
Indicative resource materials — lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
For the purposes of this suite of initial teacher training qualifications, the following terms are used:
Tutor — the person carrying out the teacher education
Learner – the person taking the qualification
Student — the person being taught or assessed by the learner
Practitioner – anyone with a learning and development responsibility as the whole or a part of their role.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
23
Unit 1: Facilitate Learning and Development in Groups (Level 3)
Unit reference number: F/502/9548
QCF level: 3
Unit type: Competence
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess a learning and development practitioner’s understanding of group dynamics and facilitating learning and development in groups. Learners are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small-group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations or experiential learning.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.
This unit requires learners to undertake practice in a work environment with groups of students.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
24
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
purp
ose
s of
gro
up
lear
nin
g a
nd d
evel
opm
ent
□
Eco
nom
ies,
eg c
ost
, m
ulti use
of
lear
nin
g m
ater
ials
, co
mm
on
pro
gra
mm
e; s
tuden
t ben
efits,
eg c
om
mon m
essa
gin
g,
soci
al
inte
ract
ion,
exch
ange
of
idea
s, e
xchan
ge
of
exper
ience
, te
am
dev
elopm
ent,
inte
rper
sonal
rel
atio
nsh
ips
dev
elopm
ent,
pee
r as
sess
men
t an
d p
eer
teac
hin
g,
work
ing w
ith o
ther
s, c
olla
bora
tive
ap
pro
aches
, sh
ared
pro
ble
m s
olv
ing
1.2
Exp
lain
why
del
iver
y of
lear
nin
g
and d
evel
opm
ent
must
ref
lect
gro
up d
ynam
ics
□
Theo
ries
, eg
Tuck
man
’s m
odel
, Bel
bin
’s t
eam
role
s; g
roup f
orm
atio
n
and d
ynam
ics,
eg d
epen
den
ce o
n t
rain
er,
contr
ibution f
requen
cy a
nd
pat
tern
, gro
up h
iera
rchy,
gro
up s
ize,
incl
usi
on,
contr
ol, a
ffec
tion,
inte
ract
ion b
etw
een m
ember
s, indiv
idual
dom
inan
ce,
shar
ed
ow
ner
ship
□
Impac
t on d
eliv
ery,
eg r
ole
of th
e pra
ctitio
ner
, eg
enco
ura
gin
g
studen
t par
tici
pat
ion,
support
ing s
tuden
t’s
lear
nin
g,
adju
stin
g g
roup
dyn
amic
, ro
le o
f th
e st
uden
t, e
g o
wn p
artici
pat
ion,
support
ing
oth
ers,
sel
f an
d g
roup a
sses
smen
t
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
1.3
Eva
luat
e m
ethods
for
faci
litat
ing
lear
nin
g a
nd d
evel
opm
ent
to
mee
t th
e nee
ds
of
gro
ups
□
Met
hods,
eg s
mal
l or
larg
e gro
up a
ctiv
itie
s, d
iscu
ssio
n,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s, t
eam
work
□
Cap
abili
ty t
o m
eet
gro
up n
eeds,
eg g
roup s
ize,
mix
of
skill
s an
d
exper
ience
, w
illin
gnes
s to
tak
e on n
ew idea
s
□
Consi
der
atio
ns,
eg c
reat
ing a
posi
tive
lea
rnin
g e
nvi
ronm
ent,
es
tablis
hin
g s
har
ed p
urp
ose
and g
oal
s, c
om
mon b
oundar
ies,
val
uin
g
of
mem
ber
contr
ibutions
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
25
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fa
cilit
atin
g lea
rnin
g a
nd
dev
elopm
ent
in g
roups
□
Envi
ronm
ent,
eg h
ealth a
nd s
afet
y, r
isk
asse
ssm
ent;
saf
eguar
din
g,
eg a
pplic
atio
n o
f le
gis
lation,
org
anis
atio
nal
polic
y
□
Gro
up c
onte
xt,
eg a
gre
emen
t of ac
cepta
ble
gro
up a
nd indiv
idual
beh
avio
urs
, posi
tive
use
of
auth
ority
, gro
up c
ontr
acts
, ac
tion a
gai
nst
dis
crim
inat
ion,
studen
t fo
rum
1.5
Exp
lain
how
to o
verc
om
e bar
rier
s to
lea
rnin
g in g
roups
□
Bar
rier
s, e
g p
revi
ous
exper
ience
, sp
ecific
lea
rnin
g n
eeds,
under
pin
nin
g k
now
ledge,
thre
at,
fear
of
chan
ge,
lac
k of
diffe
rentiat
ion,
conflic
t bet
wee
n g
roup m
ember
s, p
hys
ical
en
viro
nm
ent,
acc
ess
nee
ds
□
Motiva
tion,
eg M
aslo
w’s
Theo
ry o
f Bas
ic N
eeds,
Her
zber
g’s
M
otiva
tional
Theo
ry
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
within
gro
up lea
rnin
g a
nd
dev
elopm
ent
activi
ties
□
Tec
hniq
ues
, eg
obse
rvat
ion,
contr
ibution t
o g
roup a
ctiv
itie
s,
com
ple
tion o
f ta
sks,
short
tes
t, e
xam
inat
ion,
self-a
sses
smen
t, p
eer
or
gro
up a
sses
smen
t, indiv
idual
lea
rnin
g p
lan,
trac
king a
nd loggin
g
of
asse
ssm
ent,
indiv
idual
rec
ord
of
achie
vem
ent
1.7
Exp
lain
how
to a
dap
t del
iver
y bas
ed o
n f
eedbac
k fr
om
lea
rner
s in
gro
ups
□
Met
hods
to c
aptu
re f
eedbac
k, e
g o
wn o
bse
rvat
ions,
stu
den
t fe
edbac
k, s
essi
on e
valu
atio
ns,
eva
luat
ion o
f ef
fect
on w
ork
per
form
ance
; ad
apta
tion c
onsi
der
atio
ns,
eg lea
rnin
g r
equirem
ents
, st
uden
t ow
ner
ship
of
chan
ges
, co
st-b
enef
its
anal
ysis
, ex
per
tise
, tim
e, im
ple
men
tation o
f ap
pro
priat
e ch
ange
2
Be
able
to
faci
litat
e le
arnin
g
and d
evel
opm
ent
in g
roups
2.1
Cla
rify
fac
ilita
tion m
ethods
with
gro
up m
ember
s to
mee
t gro
up
and indiv
idual
lea
rnin
g
obje
ctiv
es
□
Tra
iner
fac
ilita
tion,
eg m
anag
emen
t of
smal
l an
d lar
ge
gro
up
activi
ties
, dis
cuss
ion,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s,
sim
ula
tions;
tra
iner
role
, eg
man
agin
g g
roup lea
rnin
g,
enfo
rcin
g
gro
up c
ontr
act,
pro
vidin
g a
ppro
priat
e le
vels
of
support
when
del
iver
ing t
rain
ing,
esta
blis
hin
g a
nd m
ainta
inin
g p
osi
tive
gro
up
inte
ract
ion,
ensu
ring indiv
idual
con
trib
ution
□
Stu
den
t co
ntr
ibutions,
eg c
olla
bora
tive
work
ing,
acce
pting r
ole
s in
gro
up a
ctiv
itie
s, p
eer
asse
ssm
ent
and t
each
ing,
pee
r m
ento
ring,
gro
up f
oru
m,
posi
tive
fee
dbac
k to
pee
rs
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
26
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
Im
ple
men
t le
arnin
g a
nd
dev
elopm
ent
activi
ties
to m
eet
lear
nin
g o
bje
ctiv
es
□
Act
ivitie
s, e
g d
iscu
ssio
n,
skill
s pra
ctic
e, r
ole
pla
y, c
ase
studie
s,
sim
ula
tions
□
Man
agin
g g
roup lea
rnin
g,
eg e
stab
lishin
g a
nd a
gre
eing lea
rnin
g
obje
ctiv
es,
enfo
rcin
g g
roup c
ontr
act,
pro
vidin
g a
ppro
priat
e le
vels
of
support
del
iver
ing t
rain
ing,
esta
blis
hin
g a
nd m
ainta
inin
g p
osi
tive
gro
up inte
ract
ion,
ensu
ring indiv
idual
contr
ibution;
support
ing
studen
t co
ntr
ibutions,
eg c
olla
bora
tive
work
ing,
acce
pting r
ole
s in
gro
up a
ctiv
itie
s, p
eer
asse
ssm
ent
and t
each
ing,
pee
r m
ento
ring,
gro
up f
oru
m,
posi
tive
fee
dbac
k to
pee
rs
2.3
M
anag
e risk
s to
gro
up a
nd
indiv
idual
lea
rnin
g a
nd
dev
elopm
ent
□
Envi
ronm
ent,
eg h
ealth a
nd s
afet
y, r
isk
asse
ssm
ent,
appro
priat
e to
gro
up s
ize
and n
eeds
□
Saf
eguar
din
g,
eg e
qual
ity,
div
ersi
ty a
nd d
iscr
imin
atio
n,
iden
tify
ing
and r
espondin
g t
o inap
pro
priat
e beh
avio
urs
, ta
king a
ctio
n t
o r
emove
or
min
imis
e im
pac
t, e
mpow
erm
ent
of
studen
ts
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
new
kn
ow
ledge
and s
kills
in p
ract
ical
co
nte
xts
□
Opport
unitie
s, e
g p
ract
ical
exe
rcis
e, c
ase
studie
s, s
imula
tions,
role
pla
y, iden
tify
ing a
pplic
atio
n a
nd t
ransf
er in r
eal w
ork
, use
of
reflec
tive
acc
ounts
□
Support
req
uired
fro
m o
ther
s, e
g p
ract
itio
ner
, gro
up m
ember
s,
man
ager
, m
ento
r, c
olle
agues
, an
d s
pec
ialis
t
3
Be
able
to a
ssis
t gro
ups
to a
pply
new
know
ledge
and s
kills
in
pra
ctic
al c
onte
xts
3.2
Pr
ovi
de
feed
bac
k to
im
pro
ve t
he
applic
atio
n o
f le
arnin
g
□
Gro
up,
eg g
roup s
elf-
asse
ssm
ent,
tuto
r fe
edbac
k fr
om
obse
rvat
ion,
const
ruct
ive
feed
bac
k, fee
dbac
k sa
ndw
ich o
r PC
P (p
rais
e, c
ritici
sm,
pra
ise)
, sp
ecific
to t
ask
or
conte
xt,
iden
tify
ing indiv
idual
and g
roup
achie
vem
ents
, goal
orien
tate
d,
tim
ing,
confirm
atio
n o
f le
arnin
g a
nd
nex
t st
eps
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Support
sel
f-ev
aluat
ion b
y le
arner
s □
Iden
tifica
tion o
f opport
unitie
s fo
r st
uden
t se
lf-e
valu
atio
n
□
Stu
den
t se
lf-m
onitoring,
eg s
kills
for
indiv
idual
ref
lect
ive
pra
ctic
e,
purp
ose
of
reflec
tion,
self-a
sses
smen
t, S
WO
T a
nal
ysis
(st
rength
s,
wea
knes
ses/
limitat
ions,
opport
unitie
s an
d t
hre
ats)
, per
sonal
nee
ds,
re
flec
ting o
n p
ract
ice,
tuto
rial
to s
upport
indiv
idual
ref
lect
ion,
lear
nin
g f
rom
ref
lect
ion,
iden
tify
ing f
urt
her
lea
rnin
g n
eeds
4.2
Rev
iew
indiv
idual
res
ponse
s to
le
arnin
g a
nd d
evel
opm
ent
in
gro
ups
□
Prac
titioner
role
, eg
lis
tenin
g,
com
munic
atio
n t
one,
conte
nt,
stu
den
t ques
tionin
g,
resp
onse
to s
tuden
t re
ques
ts
□
Rec
ord
ing,
eg indiv
idual
lea
rnin
g p
lan,
indiv
idual
rec
ord
of
achie
vem
ent,
indiv
idual
and g
roup a
sses
smen
t tr
acki
ng a
nd loggin
g
4
Be
able
to a
ssis
t le
arner
s to
ref
lect
on t
hei
r le
arnin
g
and d
evel
opm
ent
under
take
n in
gro
ups
4.3
Ass
ist
lear
ner
s to
iden
tify
thei
r fu
ture
lea
rnin
g a
nd d
evel
opm
ent
nee
ds
□
Rev
iew
of
lear
nin
g,
eg indiv
idual
, gro
up
□
Act
ion p
lannin
g,
eg f
urt
her
lea
rnin
g r
equirem
ents
, new
lea
rnin
g,
opport
unitie
s fo
r le
arnin
g t
ransf
er,
opport
unitie
s fo
r m
aste
ry o
f sk
ills,
su
pport
of
oth
ers
required
, eg
pra
ctitio
ner
, lin
e m
anag
er,
men
tor,
co
lleag
ues
, H
R
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
28
Unit 2: Facilitate Learning and Development for Individuals (Level 3)
Unit reference number: J/502/9549
QCF level: 3
Unit type: Competence
Credit value: 6
Guided learning hours: 25
Unit aim
The aim of this unit is to assess the learning and development practitioner’s understanding of how to facilitate learning and development for individuals. The practitioner could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods.
Assessment requirements
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.
This unit requires learners to undertake practice in a work environment with individual students.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, discussion, witness testimony and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. This unit is assessed in the workplace. Simulations are not permitted.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
29
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
purp
ose
s of
one-
to-o
ne
lear
nin
g a
nd d
evel
opm
ent
□
Indiv
idual
ised
lea
rnin
g,
eg p
erso
nal
ski
lls m
atrix
to iden
tify
spec
ific
nee
ds,
spec
ialis
t le
arnin
g,
per
sonal
ised
appro
aches
, sk
ills
enhan
cem
ent,
new
ski
lls,
reco
gnis
ing indiv
idual
exp
erie
nce
s an
d
nee
ds,
appro
priat
e le
vel an
d c
onte
xt,
empow
erin
g indiv
idual
s,
ow
ned
tar
get
s an
d g
oal
s, o
ne-
to-o
ne
action p
lannin
g;
indiv
idual
ro
les,
eg c
oac
h,
men
tor,
lea
rner
1.2
Exp
lain
fac
tors
to b
e co
nsi
der
ed
when
fac
ilita
ting lea
rnin
g a
nd
dev
elopm
ent
to m
eet
indiv
idual
nee
ds
□
Iden
tifica
tion o
f in
div
idual
nee
ds,
eg initia
l as
sess
men
t, L
NA/T
NA
(lea
rnin
g o
r tr
ainin
g n
eeds
anal
ysis
), r
ecognis
ing p
revi
ous
lear
nin
g
□
Acc
ess,
eg loca
tion,
tim
ing,
reso
urc
e; p
erso
nal
isat
ion o
f le
arnin
g,
eg
lear
nin
g s
tyle
s, s
tuden
t m
otiva
tion,
bar
rier
s, f
acili
ties
, eq
uip
men
t,
lear
nin
g m
ater
ials
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f one-
to-o
ne
lear
nin
g
and d
evel
opm
ent
1.3
Eva
luat
e m
ethods
for
faci
litat
ing
lear
nin
g a
nd d
evel
opm
ent
to
mee
t th
e nee
ds
of
indiv
idual
s
□
Ski
lls d
evel
opm
ent,
eg d
emonst
ration,
coac
hin
g,
dis
cuss
ion,
skill
s pra
ctic
e; im
par
ting k
now
ledge
and u
nder
stan
din
g,
eg c
ase
study,
si
mula
tion,
pro
ject
, e-
lear
nin
g
□
Chan
gin
g a
ttitudes
, eg
tuto
rial
, dis
cuss
ion,
rese
arch
; lo
cation,
eg
work
pla
ce,
off t
he
job,
onlin
e
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fa
cilit
atin
g o
ne-
to-o
ne
lear
nin
g
and d
evel
opm
ent
□
Typ
es o
f risk
, eg
phys
ical
, ch
emic
al,
bio
logic
al;
trai
ner
m
anag
emen
t, e
g r
isk
asse
ssm
ent,
enfo
rcem
ent
of
hea
lth a
nd
safe
ty,
risk
man
agem
ent,
saf
eguar
din
g
□
Iden
tify
ing s
ourc
es o
f pote
ntial
str
ess,
eg p
hys
ical
, em
otional
, ag
reem
ent
of
acce
pta
ble
beh
avio
ur
with s
tuden
ts,
posi
tive
use
of
auth
ority
1.5
Exp
lain
how
to o
verc
om
e in
div
idual
bar
rier
s to
lea
rnin
g
□
Man
agin
g s
trat
egie
s, e
g r
espec
t an
d v
aluin
g indiv
idual
, posi
tive
fe
edbac
k, g
uid
ance
and s
upport
, st
uden
t ow
ner
ship
, beh
avio
ur
agre
emen
t, s
tuden
t in
volv
emen
t an
d c
hoic
e, s
tuden
t ro
le in t
hei
r ow
n lea
rnin
g,
choic
e of
lear
nin
g a
ppro
aches
and r
esourc
es t
o m
eet
studen
t nee
ds,
lea
rnin
g t
o lea
rn s
kill
dev
elopm
ent
□
Motiva
tional
theo
ries
, eg
Mas
low
’s T
heo
ry o
f Bas
ic N
eeds,
H
erzb
erg’s
Motiva
tional
Theo
ry
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
□
Form
ativ
e te
chniq
ues
, eg
obse
rvat
ion o
f per
form
ance
, co
mple
tion o
f ta
sks,
sel
f-as
sess
men
t, p
ract
itio
ner
ques
tionin
g,
short
tes
t,
achie
vem
ent
of
lear
nin
g r
equirem
ents
, ac
cred
itat
ion a
chie
vem
ent
□
Ass
essm
ent,
eg initia
l, inte
rim
, su
mm
ativ
e; p
ract
itio
ner
in
terv
entions,
eg r
ecognitio
n o
f pro
gre
ss,
reco
rdin
g,
rect
ific
atio
n o
f er
rors
, st
imula
ting n
ew c
onsi
der
atio
ns
1.7
Exp
lain
how
to a
dap
t del
iver
y to
m
eet
indiv
idual
lea
rner
nee
ds
□
Adap
tations,
eg d
iffe
rent
loca
tion o
r ch
ange
of
conte
xt,
faci
litie
s,
tim
ing,
lear
nin
g s
tyle
, m
ethods
or
appro
aches
, pro
vidin
g m
ento
ring,
alte
rnat
ive
per
sonnel
, ad
ditio
nal
lea
rnin
g s
upport
, ad
ditio
nal
tim
e,
additio
nal
opport
unitie
s to
ach
ieve
□
Equip
men
t an
d m
edia
chan
ges
, eg
equip
men
t ad
just
men
ts,
mat
eria
ls,
onlin
e, c
onte
nt
leve
l, lan
guag
e; a
dap
tation lim
itat
ion
fact
ors
, eg
cost
, tim
e, e
xper
tise
, per
sonnel
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Cla
rify
fac
ilita
tion m
ethods
with
indiv
idual
s to
mee
t th
eir
lear
nin
g
and/o
r dev
elopm
ent
obje
ctiv
es
□
Str
ateg
ies,
eg s
tuden
t in
volv
emen
t, d
iscu
ssio
n o
f m
ethods
and
capab
ility
to p
rovi
de
studen
t re
quirem
ents
, neg
otiat
ion o
f in
tended
outc
om
es a
nd t
ime
const
rain
ts,
reso
urc
e av
aila
bili
ty a
nd c
onst
rain
ts
□
Del
iver
y m
ethods
and o
ptions,
eg e
xpla
nat
ion,
dem
onst
ration,
coac
hin
g,
dis
cuss
ion,
skill
s pra
ctic
e, c
ase
study,
sim
ula
tion,
pro
ject
, ac
cess
to o
ther
exp
erts
; lo
cation,
eg w
ork
pla
ce,
off t
he
job,
onlin
e
2.2
Im
ple
men
t ac
tivi
ties
to m
eet
lear
nin
g a
nd/o
r dev
elopm
ent
obje
ctiv
es
□
Typ
es,
eg p
rese
nta
tion,
expla
nat
ion,
dis
cuss
ion,
dem
onst
ration,
coac
hin
g,
skill
s pra
ctic
e, c
ase
study,
sim
ula
tion,
pro
ject
, ac
cess
to
oth
er e
xper
ts
2
Be
able
to f
acili
tate
one-
to-o
ne
lear
nin
g a
nd
dev
elopm
ent
2.3
M
anag
e risk
s an
d s
afeg
uar
d
lear
ner
s par
tici
pat
ing in o
ne-
to-
one
lear
nin
g a
nd/o
r dev
elopm
ent
□
Iden
tify
ing r
esponsi
bili
ties
, eg
stu
den
t, t
rain
er,
org
anis
atio
n,
work
pro
vider
□
Applic
atio
n o
f le
gis
lation r
equirem
ents
, eg
hea
lth a
nd s
afet
y,
emplo
ymen
t re
gula
tions,
envi
ronm
enta
l haz
ards,
equip
men
t risk
s,
haz
ardous
mat
eria
ls
□
Saf
eguar
din
g,
eg o
rgan
isat
ion p
olic
ies
and p
roce
dure
s, e
qual
opport
unity
requirem
ents
, posi
tive
act
ion a
gai
nst
bully
ing o
r th
reat
to
indiv
idual
stu
den
ts,
14-1
9,
vuln
erab
le a
dults
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
apply
thei
r new
kn
ow
ledge
and lea
rnin
g in
pra
ctic
al c
onte
xts
□
Ski
lls,
eg r
eal w
ork
, w
ork
exp
erie
nce
, w
ork
shad
ow
ing,
trai
nin
g
activi
ty,
sim
ula
tion;
know
ledge
and u
nder
stan
din
g e
g,
case
stu
dy,
pro
ject
, onlin
e re
sear
ch
□
Att
itudes
, eg
dis
cuss
ion,
gro
up f
oru
m,
rese
arch
□
Invo
lvem
ent
of
oth
ers,
eg s
pec
ialis
t pra
ctitio
ner
, em
plo
yer,
w
ork
pla
ce a
sses
sor,
lin
e m
anag
er,
colle
agues
3
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
apply
ing n
ew
know
ledge
and
skill
s in
pra
ctic
al
conte
xts
3.2
Exp
lain
ben
efits
to indiv
idual
s of
apply
ing n
ew k
now
ledge
and
skill
s
□
Lear
nin
g t
ransf
er,
eg t
o r
eal w
ork
situat
ions,
mas
tery
of
work
tas
ks
□
Pers
onal
, eg
auto
nom
y, c
onfiden
ce,
achie
vem
ent
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
32
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
ben
efits
of
self-
eval
uat
ion t
o indiv
idual
s □
Em
pow
erm
ent,
eg r
ecognis
ing o
wn a
chie
vem
ent,
iden
tifica
tion o
f fu
rther
lea
rnin
g n
eeds
or
pro
gre
ssio
n,
asse
ssm
ent
of
futu
re
requirem
ents
□
Invo
lvin
g t
echniq
ues
, eg
ski
lls r
equired
for
self-a
sses
smen
t,
opport
unitie
s fo
r re
flec
tion a
nd h
ow
to s
truct
ure
this
for
iden
tify
ing
goal
s an
d a
ctio
n p
lannin
g,
one-
to-o
ne
ques
tionin
g,
indiv
idual
re
cord
ing o
f ac
tivi
ty c
om
ple
tion a
nd r
ecord
of
achie
vem
ent,
tra
ckin
g
and loggin
g o
f le
arnin
g o
utc
om
es;
asse
ssm
ent
resu
lts,
eg f
orm
ativ
e an
d s
um
mat
ive
asse
ssm
ent
feed
bac
k, r
eport
s
4.2
Rev
iew
indiv
idual
res
ponse
s to
one-
to-o
ne
lear
nin
g a
nd/o
r dev
elopm
ent
□
Prac
titioner
str
ateg
ies,
eg lis
tenin
g,
obse
rvat
ion o
f st
uden
t,
dis
cuss
ion,
ques
tionin
g,
support
ing s
tuden
t se
lf-e
valu
atio
n
□
Rev
iew
, eg
outc
om
e of
self-e
valu
atio
n,
per
form
ance
outc
om
es,
achie
vem
ents
, co
nfiden
ce lev
el,
motiva
tion,
reques
ts f
or
furt
her
su
pport
, new
lea
rnin
g n
eeds
4
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
ref
lect
ing o
n
thei
r le
arnin
g
and/o
r dev
elopm
ent
4.3
Ass
ist
indiv
idual
lea
rner
s to
id
entify
thei
r fu
ture
lea
rnin
g
and/o
r dev
elopm
ent
nee
ds
□
Feed
bac
k ch
arac
terist
ics,
eg s
upport
ive
and c
onst
ruct
ive,
ie
feed
bac
k sa
ndw
ich (
pra
ise,
critici
sm,
pra
ise)
, direc
ted t
o inte
nded
outc
om
es,
rele
vant
to s
tuden
t, v
alid
, sp
ecific
to a
ctiv
itie
s under
take
n,
ow
ned
by
the
studen
t; e
mpow
erin
g s
tuden
t, e
g
reco
gnis
ing a
chie
vem
ents
, fa
ult r
ectifica
tion r
equirem
ents
, id
entifica
tion o
f fu
rther
lea
rnin
g n
eeds
or
pro
gre
ssio
n,
asse
ssm
ent
of
futu
re r
equirem
ents
, ques
tionin
g,
asse
ssm
ent
tools
, su
pport
re
quirem
ents
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
33
Unit 3: Manage Learning and Development in Groups (Level 4)
Unit reference number: A/502/9550
QCF level: 4
Unit type: Competence
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example motivational strategies, behaviour management and provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve students within groups in the learning and development process.
Assessment requirements
This unit assesses occupational competence and requires learners to undertake practice in a work environment with groups of students.
Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.
Primary assessment methods must include: observation of performance in a work environment and examining products of work.
Supplementary evidence may be gathered by: questioning, professional discussion, use of others (witness testimony) and looking at practitioner statements.
There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
34
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
the
char
acte
rist
ics
of
gro
up e
nvi
ronm
ents
that
fost
er
lear
nin
g a
nd d
evel
opm
ent
□
Phys
ical
envi
ronm
ents
, eg
em
plo
yer
site
, off s
ite,
spec
ialis
t w
ork
shop,
outd
oor
activi
ty c
entr
e, c
lass
room
; gro
up c
har
acte
rist
ics,
eg
siz
e, c
om
posi
tion,
leve
l, e
xper
ience
, occ
upat
ional
or
pro
fess
ional
gro
up,
goal
s or
agen
das
, per
sonal
itie
s, p
refe
rred
lea
rnin
g s
tyle
s.
1.2
Eva
luat
e st
rate
gie
s to
man
age
gro
up b
ehav
iour
and d
ynam
ics
□
Theo
ries
, eg
Tuck
man
’s f
orm
ing,
storm
ing,
norm
ing a
nd p
erfo
rmin
g
model
, Bel
bin
’s t
eam
role
s, E
vans
and D
ion’s
cohes
ive
gro
ups,
Irv
ing
Janis
’s g
roupth
ink,
E B
erne’
s tr
ansa
ctio
nal
anal
ysis
.
□
Prac
titioner
str
ateg
ies,
eg b
alan
ce o
f le
arnin
g s
tyle
acc
om
modat
ion,
goal
set
ting,
use
of
gro
up a
ctiv
itie
s to
pro
mote
exp
erie
ntial
lea
rnin
g,
iden
tify
ing o
ptim
al g
roup s
ize
for
activi
ty,
incl
usi
ve lea
rnin
g
exper
ience
s, m
ixin
g s
kills
and a
bili
ties
.
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f m
anag
ing lea
rnin
g
and d
evel
opm
ent
in g
roups
1.3
Eva
luat
e m
anag
emen
t te
chniq
ues
whic
h f
acili
tate
the
del
iver
y of
lear
nin
g a
nd
dev
elopm
ent
in g
roups
□
Monitoring g
roup d
ynam
ics,
eg a
nal
ysis
of
beh
avio
ur,
contr
ibution
freq
uen
cy,
pat
tern
of
contr
ibution,
direc
tional
contr
ibution,
hie
rarc
hy
dev
elopm
ent.
□
Prac
titioner
man
agem
ent,
eg lea
rnin
g s
tyle
acc
om
modat
ion,
goal
se
ttin
g,
pro
moting e
xper
iential
lea
rnin
g,
crea
ting o
ptim
al g
roup s
ize
for
activi
ty,
confr
onting c
onflic
t, s
upport
ing incl
usi
on,
contr
ol, m
ixin
g
skill
s an
d a
bili
ties
, sh
ared
or
variet
y of
exper
ience
s, o
pport
unitie
s fo
r w
ork
ing w
ith o
ther
s, p
eer
teac
hin
g,
support
ive,
nurt
uring.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Anal
yse
way
s to
invo
lve
lear
ner
s in
the
man
agem
ent
of
thei
r ow
n
lear
nin
g a
nd d
evel
opm
ent
in
gro
ups
□
Enco
ura
gin
g s
elf-
man
agem
ent,
eg indiv
idual
and g
roup b
ehav
iour
contr
act
sett
ing,
agre
emen
t of
par
tici
pat
ion r
equirem
ents
, ro
les
and
resp
onsi
bili
ties
during a
ctiv
itie
s, e
nco
ura
gin
g d
iscu
ssio
n a
nd
feed
bac
k, g
roup f
oru
m,
crea
ting t
eam
s, s
elf-
asse
ssm
ent
of
lear
nin
g,
action p
lannin
g,
pee
r as
sess
men
t an
d t
each
ing.
1.5
Anal
yse
risk
s to
be
consi
der
ed
when
man
agin
g lea
rnin
g a
nd
dev
elopm
ent
in g
roups
□
Envi
ronm
enta
l risk
s, e
g b
reak
out
gro
up s
uper
visi
on,
equip
men
t,
haz
ardous
mat
eria
ls,
phys
ical
dem
ands
of
activi
ty.
□
Man
agem
ent
of
emotional
wel
lbei
ng,
eg s
afeg
uar
din
g,
conflic
t m
anag
emen
t an
d r
esolu
tion,
enco
ura
gin
g indiv
idual
engag
emen
t,
confiden
ce b
uild
ing,
acco
mm
odat
ing v
aryi
ng lev
els
of
pre
vious
exper
ience
and s
kills
, la
nguag
e sk
ills.
1.6
Exp
lain
how
to m
anag
e bar
rier
s to
indiv
idual
lea
rnin
g in g
roups
□
Em
otional
nee
ds,
eg n
urt
uring s
tuden
t se
lf-c
onfiden
ce,
chal
lengin
g
thre
ats,
val
uin
g inputs
, pro
moting a
ppro
priat
e bel
iefs
, m
inim
isin
g
risk
of
stre
ss,
explo
ring p
revi
ous
neg
ativ
e le
arnin
g e
xper
ience
s to
pro
mote
posi
tive
lea
rnin
g,
chal
lengin
g c
onflic
t w
ith g
roup
mem
ber
(s),
addre
ssin
g v
erbal
abuse
, va
ried
lea
rnin
g s
tyle
s an
d
activi
ty c
hoic
es,
appro
priat
e use
of
auth
ority
, pro
vidin
g s
upport
and
direc
tion.
□
Envi
ronm
enta
l m
anag
emen
t, e
g t
emper
ature
, hum
idity,
furn
ishin
g
com
fort
, haz
ards,
tak
ing a
ctio
n t
o r
esolv
e det
rim
enta
l ef
fect
of
envi
ronm
enta
l fa
ctors
.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2
Be
able
to m
anag
e gro
up lea
rnin
g a
nd
dev
elopm
ent
envi
ronm
ents
2.1
Fa
cilit
ate
com
munic
atio
n,
colla
bora
tion a
nd lea
rnin
g
bet
wee
n g
roup m
ember
s
□
Com
munic
atio
n,
eg v
erbal
, non-v
erbal
, pre
senta
tion s
kills
fro
m b
oth
fa
cilit
ator
and g
roup m
ember
s, c
om
munic
atio
n w
ith a
nd b
etw
een
gro
up m
ember
s, lis
tenin
g.
□
Enco
ura
gin
g a
nd s
upport
ing g
roup c
olla
bora
tion,
eg d
ealin
g w
ith
unre
sponsi
venes
s, v
aryi
ng d
eliv
ery
styl
e, iden
tify
ing a
nd r
esolv
ing
fact
ors
aff
ecting p
artici
pat
ion o
pport
unitie
s fo
r sm
all an
d lar
ge
gro
up
activi
ties
; th
eories
, eg
Eva
ns
and D
ion’s
cohes
ive
gro
ups,
Irv
ing
Janis
’s g
roupth
ink,
E B
erne’
s tr
ansa
ctio
nal
anal
ysis
.
2.2
U
se m
otiva
tional
met
hods
to
engag
e th
e gro
up a
nd its
in
div
idual
mem
ber
s in
the
lear
nin
g a
nd d
evel
opm
ent
pro
cess
□
Met
hods,
eg p
osi
tive
fee
dbac
k, r
ewar
din
g g
roup a
s w
ell as
indiv
idual
ac
hie
vem
ents
, en
coura
gin
g e
nth
usi
asm
, m
atch
of
lear
nin
g o
bje
ctiv
es
to s
tuden
t ex
pec
tations
and n
eeds,
opport
unitie
s fo
r te
am w
ork
ing,
gro
up d
ebat
e or
dis
cuss
ions,
onlin
e fo
rum
s, e
mpat
hy,
em
pow
erm
ent,
val
uin
g indiv
idual
and g
roup c
ontr
ibutions,
opport
unitie
s fo
r gro
ups
to s
elf-
asse
ss a
nd m
anag
e ow
n a
ctiv
itie
s an
d r
ole
s, s
tuden
t ta
rget
set
ting.
2.3
Consu
lt w
ith g
roup m
ember
s to
ad
apt
thei
r le
arnin
g a
nd
dev
elopm
ent
envi
ronm
ents
to
impro
ve t
hei
r le
arnin
g o
utc
om
es
□
Phys
ical
, eg
hea
lth a
nd s
afet
y, r
isk
asse
ssm
ent
and a
ctio
n t
o
mitig
ate
risk
, ap
ply
ing o
rgan
isat
ional
polic
y in
the
lear
nin
g
envi
ronm
ent,
gro
up s
ize,
are
a la
yout,
work
pla
ce s
afet
y.
□
Gro
up iss
ues
, eg
mitig
atio
n o
f st
ress
, im
ple
men
ting g
roup
beh
avio
ura
l ag
reem
ent,
rew
ardin
g g
roup a
chie
vem
ents
, ad
dre
ssin
g
equal
ity
and d
iver
sity
iss
ues
pro
mptly,
posi
tive
use
of
auth
ority
, su
pport
ing g
roup s
elf-
man
agem
ent.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
M
anag
e th
e risk
s as
soci
ated
with
gro
up lea
rnin
g a
nd d
evel
opm
ent □
Kee
pin
g r
ecord
s, e
g indiv
idual
stu
den
t ac
hie
vem
ent,
fee
dbac
k to
st
uden
ts,
trac
king a
nd loggin
g g
roup a
sses
smen
t outc
om
es,
achie
vem
ent
acro
ss a
pro
gra
mm
e, a
chie
vem
ent
in t
he
work
pla
ce,
witnes
s st
atem
ents
, obse
rvat
ion r
eport
s, r
ecord
of
pro
fess
ional
dis
cuss
ion.
3.1
In
volv
e le
arner
s in
agre
eing
gro
up lea
rnin
g a
nd d
evel
opm
ent
obje
ctiv
es
□
Met
hods,
eg p
re-c
ours
e ques
tionnai
re,
intr
oduct
ions,
gro
up m
ember
ex
pec
tations
and r
equirem
ents
for
the
sess
ion,
expla
nat
ion o
f se
ssio
n lea
rnin
g o
bje
ctiv
es a
nd c
ove
rage
of
gro
up m
ember
re
quirem
ents
, dis
cuss
ion a
nd a
gre
emen
t of
chan
ges
to m
eet
requirem
ents
, gro
up a
nd indiv
idual
lea
rnin
g a
gre
emen
ts,
neg
otiat
ing
goal
s an
d t
imes
cale
s, a
gre
ed c
olla
bora
tive
outc
om
es,
liais
ing r
ole
s an
d r
esponsi
bili
ties
, ag
reei
ng a
ppro
priat
e as
sess
men
t st
rate
gie
s an
d
opport
unitie
s.
3.2
Adap
t an
d im
ple
men
t del
iver
y m
ethods,
act
ivitie
s an
d
reso
urc
es t
o m
eet
the
lear
nin
g
and d
evel
opm
ent
obje
ctiv
es o
f th
e gro
up
□
Adap
tation,
eg v
aryi
ng lea
rnin
g s
tyle
and a
ppro
ach,
more
or
less
sm
all or
whole
-gro
up a
ctiv
itie
s, a
lloca
ting r
ole
s w
ithin
gro
ups
or
allo
win
g s
elf-
sele
ctio
n,
use
of
pee
r te
achin
g,
use
of
e-le
arnin
g o
r ble
nded
lea
rnin
g a
ppro
aches
, al
tern
ativ
e co
nte
xt f
or
lear
nin
g,
alte
rnat
ive
lear
nin
g e
nvi
ronm
ent,
vis
its,
ext
ernal
spea
kers
.
3
Be
able
to a
pply
m
ethodolo
gie
s to
m
anag
e le
arnin
g
and d
evel
opm
ent
in g
roups
3.3
M
anag
e gro
up lea
rnin
g
stra
tegie
s an
d d
eliv
ery
met
hods
to r
efle
ct c
han
gin
g r
equirem
ents
□
Neg
otiat
ing a
nd a
gre
eing a
dap
tation,
eg lis
tenin
g,
ques
tionin
g,
pro
vidin
g indiv
idual
advi
ce.
□
Adap
ting t
o c
han
gin
g r
equirem
ents
, eg
tim
ing,
dep
th,
bre
adth
, ra
nge
of
styl
es,
vary
ing r
ole
s an
d r
esponsi
bili
ties
within
gro
up,
vary
ing
lear
nin
g a
ctiv
itie
s, v
aryi
ng s
ize
of gro
ups,
incr
easi
ng d
irec
ted s
tudy,
in
crea
sed u
se o
f te
chnolo
gy,
iden
tify
ing f
urt
her
lea
rnin
g
requirem
ents
.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
38
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Pr
ovi
de
indiv
idual
advi
ce t
o
lear
ner
s to
ass
ist
thei
r dec
isio
n-
mak
ing a
bout
futu
re lea
rnin
g
nee
ds
□
Iden
tifica
tion o
f nee
ds,
eg m
onitoring o
f in
div
idual
pro
gre
ss d
uring
gro
up a
ctiv
itie
s, indiv
idual
dis
cuss
ion,
self-a
nal
ysis
ques
tionnai
re.
□
Indiv
idual
advi
ce,
eg iden
tifica
tion o
f fu
rther
lea
rnin
g n
eeds,
pote
ntial
sourc
es o
f fu
rther
advi
ce a
nd lea
rnin
g,
refe
rral
to o
ther
le
arnin
g p
rofe
ssio
nal
s, r
efer
ral to
ext
ernal
agen
cies
for
voca
tional
ad
vice
and g
uid
ance
, ta
rget
set
ting a
nd a
ctio
n p
lannin
g.
4.1
Support
lea
rner
s’ r
ights
in
rela
tion t
o e
qual
ity,
div
ersi
ty
and incl
usi
on
□
Legis
lative
, eg
leg
al a
nd o
rgan
isat
ional
polic
ies
and p
roce
dure
s,
incl
usi
ve a
ppro
aches
, opport
unitie
s to
addre
ss d
iffe
rentiat
ion n
eeds,
phys
ical
acc
ess
to c
ours
es,
dis
abili
ty a
war
enes
s, s
taff
tra
inin
g f
or
dis
abili
ties
, aw
aren
ess
of
men
tal hea
lth iss
ues
, co
llect
ing a
nd
resp
ondin
g t
o info
rmat
ion o
n s
tuden
ts’ sp
ecific
nee
ds,
hea
lth a
nd
safe
ty,
emplo
yee
rights
and r
esponsi
bili
ties
.
4.2
M
inim
ise
risk
s to
saf
ety,
hea
lth,
wel
lbei
ng a
nd s
ecurity
of
lear
ner
s
□
Saf
ety,
hea
lth,
wel
lbei
ng a
nd s
ecurity
, eg
saf
eguar
din
g o
f yo
ung
studen
ts a
nd v
uln
erab
le a
dults,
im
ple
men
ting o
rgan
isat
ional
polic
ies
and p
ract
ice,
ris
k as
sess
men
t an
d a
dju
stm
ent,
incl
usi
ve p
ract
ice,
em
plo
yee
trai
nin
g a
nd d
evel
opm
ent,
enfo
rcem
ent
of
bully
ing a
nd
har
assm
ent
polic
ies,
rec
ognis
ing s
pec
ial ed
uca
tional
nee
ds,
ref
erra
l fo
r pro
fess
ional
support
nee
ds.
4
Be
able
to m
anag
e le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
to c
om
ply
w
ith leg
al a
nd
org
anis
atio
nal
re
quirem
ents
4.3
M
anag
e co
nfiden
tial
ity
in r
elat
ion
to lea
rner
s an
d t
he
org
anis
atio
n □
Legis
lative
req
uirem
ents
, eg
dat
a pro
tect
ion,
org
anis
atio
nal
re
quirem
ents
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
for
secu
re
stora
ge.
□
Rec
ord
ing s
ensi
tive
info
rmat
ion,
eg e
mplo
yee
dev
elopm
ent
activi
ty,
spec
ific
indiv
idual
nee
ds,
per
sonal
info
rmat
ion,
requirem
ents
for
non-
dis
closu
re o
f in
form
atio
n.
□
Info
rmat
ion t
o b
e sh
ared
only
with t
hose
with a
leg
itim
ate
inte
rest
, eg
em
plo
yer,
tra
inin
g p
ract
itio
ner
, st
uden
t, o
ther
s; s
ecurity
of
sensi
tive
com
mer
cial
info
rmat
ion.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
M
ainta
in lea
rnin
g a
nd
dev
elopm
ent
reco
rds
in
acco
rdan
ce w
ith o
rgan
isat
ional
pro
cedure
s
□
Rec
ord
s, e
g indiv
idual
stu
den
t ac
hie
vem
ent,
fee
dbac
k to
stu
den
ts,
trac
king a
nd loggin
g g
roup a
sses
smen
t outc
om
es,
achie
vem
ent
acro
ss a
pro
gra
mm
e, a
chie
vem
ent
in t
he
work
pla
ce,
witnes
s st
atem
ents
, obse
rvat
ion r
eport
s, r
ecord
of
pro
fess
ional
dis
cuss
ion.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
40
Unit 4: Principles of Assessment in Lifelong Learning (Level 3)
Unit reference number: Y/503/1239
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the types and methods of assessment used in lifelong learning, ways to involve students in the assessment process and the requirement to keep assessment records.
Using relevant principles, learners will select appropriate approaches to assessment that meet their students’ needs and formal assessment requirements. This encourages the practice of assessment as an integral part of the learning process.
The unit highlights ways to actively involve students in the assessment process, recognising the role of self- and peer assessment to encourage the sharing of responsibility for assessment with students.
There is a focus on the need for assessment to be recorded, both formally and informally, in a way that is helpful to students, the assessor and the organisation. Assessment records provide a measure of students’ achievement, and should support learning, but may also be required formally as a part of the quality assurance of the organisation.
This unit links with the following units from the PTLLS qualifications: Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement for practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
41
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
types
of
asse
ssm
ent
use
d in lifel
ong lea
rnin
g
□
Typ
e or
purp
ose
, eg
inte
rnal
or
exte
rnal
outc
om
e, initia
l, d
iagnost
ic,
form
ativ
e, s
um
mat
ive,
short
- or
long-t
erm
goal
s, n
orm
or
criter
ion
refe
rence
d,
indiv
idual
or
colla
bora
tive
, sk
ills,
know
ledge
or
under
stan
din
g.
1.2
Exp
lain
the
use
of
met
hods
of
asse
ssm
ent
in lifel
ong lea
rnin
g
□
Met
hods,
eg e
xam
inat
ion,
assi
gnm
ent,
pro
ject
-bas
ed,
pra
ctic
al,
port
folio
, se
lf-a
sses
smen
t, r
efle
ctio
n.
□
Appro
aches
, eg
writt
en,
verb
al, w
itnes
s st
atem
ent,
pro
fess
ional
dis
cuss
ion,
onlin
e.
1
Under
stan
d t
ypes
an
d m
ethods
of
asse
ssm
ent
use
d
in lifel
ong lea
rnin
g
1.3
Com
par
e th
e st
rength
s an
d
limitat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
□
Purp
ose
, eg
inte
rnal
ly o
r ex
tern
ally
set
and m
arke
d;
stan
dar
dis
atio
n
and r
elia
bili
ty a
t diffe
rent
leve
ls,
eg b
etw
een s
tuden
ts,
acro
ss
org
anis
atio
n,
loca
lly,
nat
ional
ly,
appro
priat
e to
stu
den
t or
to
subje
ct,
flex
ibili
ty t
o m
eet
indiv
idual
stu
den
t nee
ds.
2.1
Exp
lain
way
s to
invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
□
Engag
emen
t, e
g r
ecognis
ed p
rior
lear
nin
g,
indiv
idual
lea
rnin
g p
lan,
self-a
sses
smen
t, indiv
idual
dis
cuss
ion,
neg
otiat
ion,
sett
ing g
oal
s.
□
Ass
essm
ent
activi
ties
, eg
ass
ignm
ents
, Sel
f Ass
essm
ent
Rev
iew
, pai
ring o
r gro
upin
g indiv
idual
s.
2
Under
stan
d w
ays
to invo
lve
lear
ner
s in
the
asse
ssm
ent
pro
cess
2.2
Exp
lain
the
role
of
pee
r- a
nd
self-a
sses
smen
t in
the
asse
ssm
ent
pro
cess
□
Role
, eg
indiv
idual
res
ponsi
bili
ty,
ow
ner
ship
, as
sess
men
t fo
r an
d
with s
tuden
t not
of
studen
t, s
har
ing lea
rnin
g a
nd a
sses
smen
t outc
om
es,
reflec
tion,
reco
gnis
ing o
wn s
tren
gth
s an
d n
eeds,
set
ting
and o
wnin
g g
oal
s.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
the
nee
d f
or
keep
ing
reco
rds
of
asse
ssm
ent
of
lear
nin
g
□
Rea
sons,
eg lea
rner
’s o
wn p
rogre
ss,
tuto
r’s
indiv
idual
and g
roup
reco
rds
of
achie
vem
ent,
cours
e re
view
, org
anis
atio
n a
udit,
report
ing,
emplo
yer
requirem
ents
, qual
ity
assu
rance
.
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in a
n o
rgan
isat
ion
□
Inte
rnal
, eg
cours
e or
team
rep
ort
ing,
per
form
ance
indic
ators
, ve
rifica
tion a
nd q
ual
ity
assu
rance
, org
anis
atio
n r
eport
ing.
□
Ext
ernal
, eg
aw
ardin
g o
rgan
isat
ion,
insp
ection o
r le
ague
table
s,
pro
fess
ional
bodie
s, f
undin
g.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
43
Information for tutors
Delivery
It is recommended that a variety of delivery methods be used in this unit, for example tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could also build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group.
Wherever possible, the selected teaching and learning methods should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge that are required in the learning environment. They will need these skills and knowledge if they are to succeed in an environment which is changing, dynamic and which reinforces the principles of good practice. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible.
Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills and learn to transfer them to their students.
It is essential for learners to be able to make the links between the understanding of assessment required in this unit and the following practical unit in the PTLLS qualifications: Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, small-group activities and individual activities.
Introduction to unit
At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.
Learning outcome 1:
Tutor presentations could be used to provide underpinning knowledge, including samples of the range of assessment types from various contexts.
Small-group activity to evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs — this can be based on contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. This should be followed by feedback to the group.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
44
Learning outcome 2:
Based on the learning cycle — Activity, Review, Theory and Apply (Plan), small- group activities to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment. Whole-group activity to exchange assessment activities and undertake peer assessment and provide constructive feedback to each of the small groups.
Learning outcome 3:
Tutor presentation to provide coverage of the mechanics of record keeping — as learners from different contexts may have specific knowledge but lack
breadth of understanding — especially in justifying the needs.
Individual research activities to clarify specific requirements of external bodies or organisations, with learners producing individual reports to summarise for group.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Using the opportunity for teaching by example, this unit gives the opportunity for learner self-assessment. Through the reflective elements of the small-group activities, peer assessment and sharing of assessment activities, learners have the opportunity to effectively receive and respond to feedback and summative criterion referenced task/s.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2 and 1.3:
Learners reflect on types of assessment. Small-group activities and whole-group discussions could focus on methods of assessment and strengths and weaknesses.
Assessment evidence:
Personal learning log.
Assessment criteria 2.1 and 2.2:
Learners participate in a small-group activity on peer and self-assessment, followed by a whole-group activity for peer assessment.
Assessment evidence:
Personal learning log.
Assessment criteria 3.1 and 3.2:
Tutor presentations could inform individual research on records of assessment and organisational requirements.
Assessment evidence:
Personal learning log, organisation policies and procedures.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
45
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Lifelong Learning, 4th Edition (Open University Press, 2012) ISBN 9780335246281
Gravells A — Preparing to Teach in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857250537
Gravells A — Principles and Practice of Assessment in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857252609
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials available to download at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
46
Unit 5: Principles of Assessment in Lifelong Learning (Level 4)
Unit reference number: R/503/1241
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand how the types and methods of assessment are used in lifelong learning, how to involve students in the assessment process and the requirement to keep assessment records.
Learners will examine and analyse types and methods of assessment in lifelong learning. Using appropriate principles, learners will need to select and evaluate a range of different approaches to assessment that meet student needs and contexts.
The unit provides an opportunity to evaluate the basic principles behind assessment approaches that actively involve students in the assessment process, both individually and with peers. Learners will analyse the role of self- and peer assessment in the assessment process.
This unit requires learners to explain the need for keeping records of assessment, both formally and informally, in a way that is helpful to the student, the assessor and the organisation. As well as supporting learning assessment, records must be recognised as being part of the quality assurance of the organisation.
This unit has strong links with the following units in the PTLLS qualifications: Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement for practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
how
typ
es o
f as
sess
men
t ar
e use
d in lifel
ong
lear
nin
g
□
Form
al t
ypes
, eg
initia
l, d
iagnost
ic,
form
ativ
e, s
um
mat
ive,
norm
or
criter
ion r
efer
ence
d,
know
ledge
and u
nder
stan
din
g o
r sk
ills,
el
ectr
onic
(e-
lear
nin
g a
sses
smen
t).
□
Info
rmal
typ
es,
eg lea
rnin
g c
hec
ks,
per
form
ance
indic
ators
, dis
cuss
ion,
tuto
rial
, m
edal
and m
issi
on.
1.2
Anal
yse
how
ass
essm
ent
met
hods
are
use
d in lifel
ong
lear
nin
g
□
Form
al,
eg e
xam
inat
ion,
assi
gnm
ent,
pro
ject
, pra
ctic
al,
skill
s te
st,
port
folio
, per
form
ance
or
asse
ssm
ent
criter
ia,
onlin
e te
stin
g.
□
Met
hods,
eg e
ssay
, sh
ort
answ
er,
multip
le c
hoic
e, v
erbal
ques
tionin
g,
obse
rvat
ion o
f pra
ctic
e, lea
rner
rec
ord
, w
itnes
s st
atem
ent,
pro
fess
ional
dis
cuss
ion,
onlin
e, v
ideo
or
audio
rec
ord
ing.
1
Under
stan
d h
ow
ty
pes
and m
ethods
of
asse
ssm
ent
are
use
d in lifel
ong
lear
nin
g
1.3
Eva
luat
e st
rength
s an
d
limitat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
□
Purp
ose
, eg
inte
rnal
ly o
r ex
tern
ally
set
and m
arke
d,
clar
ity
of
outc
om
es,
spec
ific
, ap
pro
priat
e to
stu
den
t an
d s
ubje
ct,
studen
t in
volv
emen
t, f
lexi
bili
ty t
o n
eeds.
□
Sta
ndar
dis
atio
n a
nd r
elia
bili
ty a
t diffe
rent
leve
ls,
eg a
cross
org
anis
atio
n,
loca
lly,
nat
ional
ly;
appro
priat
e to
stu
den
t or
to
subje
ct.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Eva
luat
e how
to invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
□
Engag
emen
t, e
g R
PL (
Rec
ognitio
n o
f Pr
ior
Lear
nin
g),
ILP
(in
div
idual
le
arnin
g p
lan),
1:1
tuto
rial
, gro
up a
ctiv
ity,
use
of
appro
priat
e tim
ing
and c
onte
xt.
□
Act
ive,
eg s
elf-
and p
eer
asse
ssm
ent,
dis
cuss
ion,
neg
otiat
ion,
studen
t fe
edbac
k on a
sses
smen
t dec
isio
ns,
indiv
idual
res
ponsi
bili
ty
and o
wner
ship
, per
sonal
goal
set
ting,
real
istic
action p
lannin
g.
2
Under
stan
d h
ow
to
invo
lve
lear
ner
s in
th
e as
sess
men
t pro
cess
2.2
Anal
yse
the
role
of
pee
r- a
nd
self-a
sses
smen
t in
the
asse
ssm
ent
pro
cess
□
Princi
ple
s, e
g s
kills
req
uired
by
studen
t, s
upport
fro
m a
sses
sor,
se
cure
conte
xt,
min
imis
ing t
hre
at,
pro
moting s
tuden
t co
nfiden
ce.
□
Ass
essm
ent
activi
ties
, eg
colla
bora
tive
ass
ignm
ents
or
pro
ject
s, 1
:1
form
ativ
e on-t
ask,
ran
dom
or
det
erm
ined
pai
ring o
r gro
upin
g
indiv
idual
s, S
AR (
Sel
f Ass
essm
ent
Rev
iew
).
3.1
Exp
lain
the
nee
d t
o k
eep r
ecord
s of
asse
ssm
ent
of
lear
nin
g
□
Form
al,
eg p
rogre
ss c
hec
k, v
alue-
added
per
form
ance
, dia
gnost
ic,
reco
rd o
f ac
hie
vem
ent,
org
anis
atio
n a
udit,
report
ing,
emplo
yer
requirem
ents
; in
form
ativ
e, e
g s
tuden
t’s
ow
n p
rogre
ss,
tuto
r’s
indiv
idual
and g
roup r
ecord
s of ac
hie
vem
ent,
cours
e re
view
.
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in a
n o
rgan
isat
ion
□
Rec
ord
des
tinat
ion,
eg s
tuden
t re
cord
s, s
ecurity
, re
port
ing t
o
par
ents
or
emplo
yers
, ex
tern
al b
odie
s, insp
ection o
r le
ague
table
s,
inte
rnal
ver
ific
atio
n a
nd q
ual
ity
assu
rance
, org
anis
atio
n r
eport
ing
and f
undin
g,
tuto
r or
team
info
rmat
ion,
studen
t nee
ds,
support
nee
ds.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
49
Information for tutors
Delivery
The teaching and learning methods used in relation to assessment strategies should draw on material from learners’ own personal or professional experience wherever possible. Learners should be encouraged to use their understanding of different types and methods of assessment to provide materials for use in class and in assignments.
Material from learners’ relevant experiences should be supported by references to appropriate theory. Through working with groups of their peers, learners will have the opportunity to explore different approaches to assessment. This could then be used in their own teaching and assessment planning. It is important at this stage of the qualification delivery to focus on learner-centred approaches wherever possible. This unit provides the opportunity for peer teaching using a presentation or micro-teaching format.
Delivery should include opportunities for learners to use individual research in developing underpinning theory and principles that meet the Level 4 requirements of the unit.
This knowledge-based unit is designed to be delivered alongside the practical unit from the PTLLS qualifications, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Delivery should therefore be divided between formal delivery and directed assessment activities.
The key difference between this unit and the Level 3 unit with the same title is a greater emphasis on the range and depth of theoretical principles. It is therefore important that tutors give appropriate guidance and direction to learners in acquiring the required level of knowledge. Individual learners should follow up any taught sessions with an appropriate level of research.
Centres using the alternative Learning and Development unit, Unit 10: Understanding the Principles and Practice of Assessment (Level 3) in the PTLLS qualifications, may wish to adopt a different approach to the delivery of this unit.
Learning activities
These learning activities have been included as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, whole-group discussion and activities and individual learner activities. The relationship between the units in the qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
At the beginning of the unit there could be a short introduction, discussing learning and assessment activities, the links between units and the use of evidence.
Learning outcome 1:
Tutor presentation to provide the underpinning knowledge, theoretical principles of assessment practice and examples of the range of assessment types and methods to distinguish between types and methods.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
50
Tutor presentation could be followed by discussion leading to introduction to learning and assessment activities.
Small-group presentations could evaluate strengths and weaknesses of different approaches to assessment based on specific, identified student needs. This could be based on contexts supplied by members of the group or, if learners lack relevant experience, specific tasks may be set, for example criterion versus norm referencing, formative versus summative, initial or diagnostic. Whole-group discussion could follow the small-group presentations.
Whole-group activity should be followed up by individual research activity.
Learning outcome 2:
Group activities based on the learning cycle provide an opportunity to build assessment more closely into stages of session planning. For Activity, Review, Theory and Apply, use a small-group activity (one to address each stage of the cycle) to produce one assessment activity based on self-assessment and one assessment activity based on peer assessment for a topic of the group’s choice. Paired groups could then be used to exchange assessment activities, undertake peer assessment and provide constructive feedback. Small groups could then feed back for whole-group discussion.
Learning outcome 3:
Tutor overview on approaches to the mechanics of record keeping. Where learners from different contexts have specific knowledge but lack breadth of understanding (especially in justifying needs), tutor presentation can focus on developing the necessary breadth of understanding.
Individual research activities to clarify specific requirements of external bodies or organisations as preparation for session, and producing individual reports to summarise for the group.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Using the opportunity for teaching by example, learners can see the process of assessment as an integral part of effective planning in learning and teaching. Through their own assessment experiences, as well as through working in groups with their peers, learners can develop case studies, research and resources to evidence their assessment activities. This must be supported through additional research in keeping with the Level 4 unit requirements.
Learners must be made aware of the range of possible evidence that they can draw on to support this unit which can include: written tasks, a diary or journal, research materials, awarding organisation or assessment documents, records of professional discussions, witness statements.
This unit also provides the opportunity for:
learner self-assessment — through the reflective elements of the small-group activities
peer assessment — as in sharing of assessment activities. Learners have the opportunity to show an ability to effectively receive and respond to feedback
individual research with guided learning activities for extended writing for building of portfolio evidence at Level 4.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
51
If this unit is used as the basis for the micro-teaching activity, in conjunction with the practical unit in the PTLLS qualifications, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4), it provides an ideal opportunity to include evidence of assessment feedback, from not only the tutor/observer, but also from the peers that make up the learning group. Self-assessment is also a crucial aspect of the reflection required following the micro-teaching activity. Self-assessment can incorporate feedback into the extended writing activity and provide the links between theory and practice.
It is particularly important at Level 4 to ensure that there are adequate opportunities for learners to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing to evidence background reading. The use of the standard Harvard referencing system is essential at Level 4. Where brief un-referenced reports are required they should be balanced with a more extended piece of written work where referencing is appropriate.
Level 3 activities can be used as the basis for the Level 4 assessment which must also include a piece of extended writing that meets the Level 4 requirements for academic rigour. A straightforward approach would be to create a single, essay-style analysis based on the personal learning log in order to examine strengths and weakness of different types and methods of assessment in lifelong learning and the role of learners and record keeping in the process.
Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4) requires learners to use assessment methods to meet the needs of students. Therefore, all the assessment criteria in this unit can be addressed using assessment methods adopted for the micro-teaching session. This provides the opportunity to prepare the assessment aspect of the micro-teach, which can then be evaluated in practice during the micro-teaching session. This will retain the assessment integrity of the unit whilst reducing the need for additional evidence.
Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1 and 3.2:
Tutor input and group discussion on types of assessment.
The tutor-led activity could be followed by small-group activities and whole-group discussion on assessment methods, followed by small and whole-group discussion on strengths and weaknesses. Peer and self-assessment could also be done as a group activity.
Tutor presentation with individual research on records of assessment, followed by tutor presentation with individual research on organisation requirements.
Learners undertake individual directed study examining assessment and record- keeping.
Assessment evidence:
Personal learning log plus organisation policies and procedures. Extended, referenced piece of research and writing.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
52
Indicative resource materials
Textbooks
Armitage A et al —Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9780748785254 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
53
Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3)
Unit reference number: M/503/1229
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning and the relationships between different professionals in the sector. The unit covers responsibilities for maintaining a safe and supportive learning environment for students.
This unit highlights some of the legislative and regulatory requirements that must be met by organisations and individuals to ensure the security and accessibility of learning and teaching. The unit also explores the roles and responsibilities of teachers, trainers and instructors in the different contexts that make up lifelong learning. Learners will address the responsibilities of teachers and trainers in promoting equality and valuing diversity when identifying and meeting students’ needs. The unit gives learners the opportunity to recognise the limitations and boundaries between the teaching role and those of other professionals and the need for possible referral in order to meet the needs of their students.
This unit addresses the specific responsibility of the teacher in promoting a safe and supportive learning environment where their students feel included. By addressing the responsibility for promoting appropriate behaviour, the unit emphasises the role of the teacher in placing their students at the centre of the learning process.
This unit links with the following units in the PTLLS qualifications: Unit 1: Facilitate Learning and Development in Groups (Level 3), Unit 2: Facilitate Learning and Development for Individuals (Level 3), Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3), Unit 10: Understanding the Principles and Practices of Assessment (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement to undertake practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
54
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
□
Ran
ge
of
legis
lation,
eg a
war
din
g o
rgan
isat
ion r
equirem
ents
, gove
rnm
ent
bodie
s.
□
Org
anis
atio
nal
sys
tem
s, e
g c
odes
of pra
ctic
e, e
qual
ity
and d
iver
sity
, hea
lth a
nd s
afet
y.
1.2
Exp
lain
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
□
Res
ponsi
bili
ties
for
equal
ity,
eg n
on-d
iscr
imin
atory
pra
ctic
e, s
upport
.
□
Val
uin
g d
iver
sity
, eg
lea
rnin
g n
eeds,
vis
ual
or
auditory
im
pai
rmen
t,
phys
ical
dis
abili
ty,
languag
e.
1.3
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
□
Role
s, e
g t
each
er,
trai
ner
, co
ach,
inst
ruct
or,
ass
esso
r.
□
Res
ponsi
bili
ties
, eg
enfo
rcem
ent
of
org
anis
atio
n p
olic
ies
and
pro
cedure
s, p
repar
atio
n a
nd m
anag
emen
t of
lear
nin
g,
asse
ssm
ent
and r
ecord
kee
pin
g,
work
ing w
ith o
ther
s.
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t of
lear
nin
g n
eeds,
qual
ific
atio
n r
equirem
ents
, phys
ical
nee
ds.
□
Mee
ting n
eeds,
eg p
lannin
g lea
rnin
g,
man
agin
g s
tuden
ts,
reso
urc
ing,
asse
ssin
g.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
□
Per
sonal
, eg
ski
lls,
exper
ience
, tim
e, r
esourc
es,
job d
escr
iption.
□
Rel
atio
ns
bet
wee
n t
each
ing r
ole
and o
ther
pro
fess
ional
s, e
g t
eam
ro
les,
lin
e m
anag
emen
t, s
upport
pro
fess
ional
s, q
ual
ity
assu
rance
.
2.2
D
escr
ibe
poin
ts o
f re
ferr
al t
o
mee
t th
e nee
ds
of
lear
ner
s □
Org
anis
atio
n s
yste
ms
and p
roce
dure
s, e
g a
dm
inis
trat
ion,
lear
nin
g
support
, st
uden
t se
rvic
es,
web
site
s.
□
Ext
ernal
agen
cies
, eg
spec
ialis
t su
pport
, gove
rnm
ent
agen
cies
, w
ork
re
late
d,
emplo
yers
.
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Sum
mar
ise
ow
n r
esponsi
bili
ties
in
rel
atio
n t
o o
ther
pro
fess
ional
s □
Per
sonal
, eg
tea
m r
ole
, re
sear
chin
g p
rovi
sion,
repre
senting s
tuden
ts.
□
Pro
fess
ional
, eg
lia
isin
g,
neg
otiat
ion w
ith p
rofe
ssio
nal
s, n
egotiat
ing
on b
ehal
f of
studen
t, c
om
munic
atin
g.
3.1
Exp
lain
ow
n r
esponsi
bili
ties
in
mai
nta
inin
g a
saf
e an
d
support
ive
lear
nin
g e
nvi
ronm
ent
□
Ow
n r
esponsi
bili
ties
, eg
phys
ical
envi
ronm
ent
incl
udin
g a
ppro
priat
e ve
nue,
hea
lth a
nd s
afet
y, p
lanned
lea
rnin
g w
hic
h is
stru
cture
d,
varied
, m
otiva
ting,
soci
al e
nvi
ronm
ent
dem
onst
rate
s in
clusi
on,
chal
lengin
g a
nti-s
oci
al b
ehav
iours
, en
coura
gin
g p
eer
support
, re
gula
r m
ainte
nan
ce c
hec
ks.
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
way
s to
pro
mote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
□
Est
ablis
hin
g s
tandar
ds,
eg p
olic
ies
and p
roce
dure
s, z
ero t
ole
rance
for
bully
ing,
valu
ing o
f in
div
idual
, m
odel
ling o
f des
ired
beh
avio
urs
.
□
Stu
den
t re
sponsi
bili
ty,
eg s
tuden
t an
d g
roup c
ontr
acts
, pee
r w
ork
ing,
incl
usi
on,
dis
cuss
ion o
f is
sues
, gro
up o
wner
ship
.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
56
Information for tutors
Delivery
Delivery could include tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. When using group delivery approaches, tutors could also build in opportunities, through mini-presentations, for learners to compare and contrast their own working practices and contexts with others in the group. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge needed in a learning environment.
Learners should be actively involved in their own learning and should be encouraged to draw on material from relevant experiences to use in classes and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills in such a way that they can recognise these as being transferable to their students. The use of ICT or websites should be encouraged for setting up forums or discussion groups.
It is recommended that the delivery of this unit is not overly teacher-centred and that learner-centred approaches are encouraged wherever possible.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, small-group activities, group presentations and discussion and individual activities.
As the assessment criteria are similar for both Level 3 and Level 4, it is possible to deliver these units together, although the content and skills for Level 4 require greater depth.
The distinction between levels can be achieved through the work required for assessment.
Some centres may wish to approach the units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity. This would be possible with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro-teaching putting them into practice. A summative evaluation and list of development needs would also be required.
Introduction to unit
Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assessments across all four units. This is usually most effective if tutor-led.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
57
Learning outcomes 1 and 2:
These learning outcomes are suited to directed individual study with each learner, or group of learners, researching different aspects of legislation, regulatory requirements and codes of practice and sharing their findings with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations and approaches that could be used with their students.
Tutor-led group discussion on responsibilities for promoting equality and diversity, drawing on experiences from different contexts in the group. This can be followed through with descriptions of points of referral for students. Individual reflective activities can be included in learner records.
Based on three key areas: own role and responsibilities, sharing experiences in identifying the needs of students and boundaries and relationships between teaching roles and other professional roles.
Learning outcome 3:
Tutor-led session on methods of maintaining a purposeful environment and promoting appropriate behaviour. Learners reflect on their own learning, and then apply this to their own teaching context in completing assignments.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and be given opportunities to draw on relevant experiences when completing their assignments. Through their own experiences, as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities.
Learners must be made aware of the range of possible evidence that they can draw on to support this unit, which can include: written tasks, a diary or journal, research materials, records of professional discussions, witness statements, organisation and/or other formal documents, curriculum vitae and job description.
It is important for learners to understand how evidence from the following units can help inform roles, responsibilities and relationships: Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1 and 3.2:
Learners fill out personal learning logs in which they reflect on legislation through mini-presentations (AC 1.1), roles and responsibilities activities (AC 1.3, 1.4, 2.1, 2.3), equality, diversity and referral activities (AC 1.2, 2.2) and creating a purposeful environment (AC 3.1, 3.2).
Assessment evidence:
Personal learning logs, written record and research materials.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
58
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Gravells A and Simpson S — Equality and Diversity in the Lifelong Learning Sector, 1st Edition (Learning Matters, 2009) ISBN 9781844451975
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials available to download at www.geoffpetty.com)
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Education — Education Publishing Company
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.crll.org.uk Centre for Research in Lifelong Learning
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.ifl.ac.uk Institute for Learning
www.liflelonglearning.co.uk Lifelong Learning
www.lifelonglearningnetworks.org.uk Lifelong Learning Networks National Forum
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.uall.ac.uk Universities Association for Lifelong Learning
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
59
Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4)
Unit reference number: M/503/1232
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning, as well as the relationship between different professionals in lifelong learning. There is also a focus on the specific responsibility for maintaining a safe, supportive and inclusive learning environment for students.
This unit enables learners to address a range of legislative or regulatory requirements that impact on the lifelong learning sector. Learners will explore and analyse the specific responsibilities of teachers and trainers in promoting equality and valuing diversity in different contexts in order to understand, identify and meet the needs of a range of learners.
Learners will analyse the limitations and boundaries between the teaching role and those of other professionals, as well as reviewing points of referral to meet the needs of students. This includes reference to the principles that underlie the responsibilities and relationships in lifelong learning. In addition to establishing and maintaining a safe, supportive and inclusive learning environment, learners will find out how to promote appropriate behaviour and respect for others. In this way, learners are able to develop an understanding of their own responsibility for promoting an environment where their students feel included and they are central to the learning process.
Theory and practice can be combined by linking this unit with other relevant units in the PTLLS qualifications, including: Unit 3: Manage Learning and Development in Groups (Level 4), Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4), Unit 10: Understanding the Principles and Practices of Assessment (Level 3) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement to undertake practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
60
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
re
quirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
□
Ran
ge
of
legis
lation,
eg g
ove
rnm
ent
bodie
s, p
rofe
ssio
nal
sta
ndar
ds,
aw
ardin
g o
rgan
isat
ion r
equirem
ents
; org
anis
atio
nal
polic
ies
and
pro
cedure
s, e
g c
odes
of
pra
ctic
e, e
qual
ity
and d
iver
sity
, hea
lth a
nd
safe
ty,
qual
ity
assu
rance
, st
andar
ds.
1.2
Anal
yse
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
□
Equal
ity,
eg o
pport
unity,
acc
essi
bili
ty,
non-d
iscr
imin
atory
pra
ctic
e,
studen
t su
pport
, w
ork
ing w
ith s
pec
ialis
t ag
enci
es.
□
Val
uin
g d
iver
sity
, eg
lea
rnin
g n
eeds,
exp
erie
nce
s, b
ackg
round,
visu
al o
r au
ditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
.
1.3
Eva
luat
e ow
n r
ole
and
resp
onsi
bili
ties
in lifel
ong
lear
nin
g
□
Indiv
idual
role
s, e
g s
pec
ialis
t te
acher
, tr
ainer
, tu
tor,
coac
h,
inst
ruct
or,
men
tor.
□
Profe
ssio
nal
role
s, e
g p
lannin
g lea
rnin
g a
nd a
sses
smen
t, r
ecord
ke
epin
g,
verifier
, te
am m
ember
, vo
cational
spec
ialis
t, e
mplo
yer
liais
on.
□
Res
ponsi
bili
ties
, eg
org
anis
atio
n p
olic
ies
and p
roce
dure
s,
qual
ific
atio
n r
equirem
ents
, pro
fess
ional
sta
ndar
ds,
man
agin
g
lear
nin
g a
nd s
tuden
ts.
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Rev
iew
ow
n r
ole
and
resp
onsi
bili
ties
in iden
tify
ing a
nd
mee
ting t
he
nee
ds
of
lear
ner
s
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, L
NA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), q
ual
ific
atio
n r
equirem
ents
, phys
ical
or
inte
llect
ual
and e
motional
nee
ds,
lea
rnin
g s
tyle
s.
□
Mee
ting n
eeds,
eg p
lannin
g lea
rnin
g,
man
agin
g s
tuden
ts,
reso
urc
ing,
asse
ssin
g,
support
ing,
faci
litat
ing,
team
work
ing.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Anal
yse
the
boundar
ies
bet
wee
n
the
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
□
Profe
ssio
nal
, eg
org
anis
atio
nal
, w
ork
ing e
nvi
ronm
ent,
voca
tional
ex
per
ience
, tim
e, r
esourc
es,
stan
dar
ds,
job d
escr
iption.
□
Per
sonal
, eg
subje
ct k
now
ledge,
ski
lls,
exper
ience
, co
nfiden
ce;
oth
er p
rofe
ssio
nal
s, e
g t
eam
role
s, lin
e m
anag
emen
t, o
rgan
isat
ion
hie
rarc
hy,
support
pro
fess
ional
s, q
ual
ity
assu
rance
, re
leva
nt
exte
rnal
pro
fess
ional
s.
2.2
Rev
iew
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s □
Org
anis
atio
n s
yste
ms
and p
roce
dure
s, e
g a
cadem
ic,
voca
tional
, per
sonal
, ad
min
istr
atio
n,
lear
nin
g s
upport
, st
uden
t se
rvic
es,
spec
ific
le
arnin
g n
eeds
pro
visi
on,
web
site
s.
□
Info
rmal
, eg
subje
ct s
pec
ialis
t, c
olle
ague,
pee
rs;
exte
rnal
agen
cies
eg
spec
ialis
t su
pport
, gove
rnm
ent
agen
cies
, w
ork
-rel
ated
, em
plo
yers
.
2
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Eva
luat
e ow
n r
esponsi
bili
ties
in
rela
tion t
o o
ther
pro
fess
ional
s □
Pers
onal
, eg
tea
m r
ole
, w
ork
ing w
ith o
ther
s, n
egotiat
ing o
n b
ehal
f of
studen
t, r
epre
senting,
com
munic
atin
g,
rese
arch
ing p
rovi
sion,
reco
gnis
ing o
wn lim
itat
ions,
join
ing p
rofe
ssio
nal
body.
□
Pro
fess
ional
, eg
lia
isin
g a
s ap
pro
priat
e, n
egotiat
ion w
ith
pro
fess
ional
s, w
ork
ing a
s a
team
mem
ber
.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
to e
stab
lish a
nd
mai
nta
in a
saf
e an
d s
upport
ive
lear
nin
g e
nvi
ronm
ent
□
Phys
ical
envi
ronm
ent,
eg a
ppro
priat
e ve
nue,
hea
lth a
nd s
afet
y,
sele
ctin
g e
quip
men
t.
□
Plan
ned
lea
rnin
g,
eg s
truct
ure
d,
varied
, ap
pro
priat
e le
vel of
chal
lenge,
motiva
ting,
reso
urc
ing.
□
Soci
al e
nvi
ronm
ent,
eg incl
usi
on,
valu
ing d
iver
sity
, ch
alle
ngin
g a
nti-
soci
al b
ehav
iours
, en
coura
gin
g p
eer
support
.
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
how
to p
rom
ote
ap
pro
priat
e beh
avio
ur
and
resp
ect
for
oth
ers
□
Appro
priat
e beh
avio
urs
, eg
tow
ards
teac
her
, pee
rs,
oth
ers.
□
Est
ablis
hin
g s
tandar
ds,
eg p
olic
ies
and p
roce
dure
s, z
ero t
ole
rance
fo
r bully
ing,
valu
ing o
f in
div
idual
, m
odel
ling o
f des
ired
beh
avio
urs
; st
uden
t re
sponsi
bili
ty,
eg s
tuden
t an
d g
roup c
ontr
acts
, pee
r w
ork
ing,
dis
cuss
ion o
f is
sues
, gro
up ‘ow
ner
ship
’.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
63
Information for tutors
Delivery
It is recommended that a variety of delivery methods are used in this unit, for example tutor presentations, individual activities and group activities. It is important to recognise that this is an opportunity for teaching by example. Tutors could also build in opportunities, through mini presentations, for learners to compare and contrast their own working practices and contexts with that of others in the group. This will help learners to develop reflective practices and recognise the importance of transferability of skills and knowledge in a learning environment.
It is important to provide a suitable level of challenge and breadth of study to meet the Level 4 requirements of the unit. The key difference between this unit at Level 4 and the same unit at Level 3 is that, at Level 4, greater emphasis is placed on theory, underpinning knowledge and learning skills. This means that tutor presentations should use a greater range and depth of theoretical principles. Emphasis should also be on the need for individual learners to follow up any taught sessions with analysis, evaluation and research. This research should be reinforced as the underlying character of the Level 4 qualification so that learners become familiar with the need to include referencing in their own work. The activities suggested below would allow for Level 3 and Level 4 to be delivered together with the distinction between the two levels becoming evident through the assessment.
Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Through working with groups of peers, learners have the opportunity to develop problem-solving and interpersonal skills, which they can transfer to their own students. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
It is important not to over-teach this unit. The focus should be on learner-centred approaches wherever possible. Individual research, directed research and the internet should be used to develop underpinning theory and reinforce learner understanding appropriate to Level 4.
This knowledge unit should be delivered in conjunction with the PTLLS Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts, the learning time should be divided equally between formal delivery and directed assessment activities.
Some centres may wish to approach the units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity, or integrate the theory with the practical assessment to form a continuous programme, combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be delivered in any order.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions and presentations, group activities and presentations, individual learner presentations and other individual activities.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
64
The activities are based on a Level 3 learning plan which enables levels 3 and 4 to be delivered together, with the distinction between the levels being achieved through the standard of work required in the assessment evidence.
Introduction to unit
Time should be taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between units so that the learner recognises the inter-relationship between assessment criteria and assignments across units. This is usually most effective when tutor- led.
Learning outcomes 1 and 2:
Due to the specificity of contextualised legal requirements and in order to avoid over-reliance on tutor-led sessions, these learning outcomes are suited to directed individual study. Each learner or group of learners could research different aspects of legislation, regulatory requirements and codes of practice. Learners should share this information with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations.
Learners participate in small-group activities with group presentations and discussion on three key areas: own role and responsibilities; experiences in identifying the needs of their own students; the boundaries and relationships between the teaching role and other professional roles.
A tutor presentation could provide structure to the outcomes of the group activities above. This could be followed by a tutor-led discussion, leading to a practical activity carried out by individuals or small groups. The activity focuses on problem solving by identifying and developing solutions to meet needs of students.
Learning outcome 3:
A tutor-led session focusing on the methods of maintaining a purposeful environment and promoting appropriate behaviour, based on skills, knowledge and understanding. Learners reflect on their own learning and then apply their knowledge to their own teaching context.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The process of assessment should be an integral part of effective planning of learning and teaching. This should involve actively drawing on relevant experiences and issues raised through the session when completing assessments. Through their own experiences, as well as through working in groups with their peers, learners can develop case studies and resources to evidence their assessment activities.
Evidence for the unit can include: written tasks, diary or journal, research materials, records of professional discussion or witness statements, organisational or other formal documents, curriculum vitae and job description. At Level 4, learners should reference background reading appropriately and explain the links between principles and practice.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
65
It is important for learners to understand how evidence from the following PTLLS units can help inform roles, responsibilities and relationships: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Alternatively, links should be made to the relevant learning and development units: Unit 3: Manage Learning and Development in Groups (Level 4) and Unit 10: Understanding the Principles and Practices of Assessment (Level 3).
Some centres may wish to assess all of the units in the level 3 or level 4 PTLLS qualifications as a single, holistic, integrated assignment, for example with a single written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with the micro-teaching evidenced through practice. This would then require a summative evaluation and requirements for development with appropriate word counts and pointers towards referencing throughout.
Assessment activities:
Below are some suggested assessment activities that cover all the assessment criteria. This differs from the assessment suggested for Level 3 in terms of the breadth required. Activities should be approached holistically and the links between tasks reinforced. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources as required.
Assessment criteria 1.1, 1.2, 1.3 and 1.4:
Learners research an agreed aspect of legislation, regulatory requirements and codes of practice relating to their own role and responsibilities.
Learners use findings from their individual research to make a mini-presentation to members of their group.
Learners follow up their mini-presentations by writing a brief report to summarise their own findings, along with issues raised by others in the group. The report should cover the widest possible range of areas in lifelong learning. Learners analyse their own responsibilities in promoting equality and demonstrating the valuing of diversity. In doing so, they use their research into equality and diversity legislation as well as their own understanding of possible needs of their students. Learners could obtain a copy of their own contract or job description. Alternatively, an equivalent job advertisement from a newspaper would suffice. For each aspect of the role, learners write their own review of the associated responsibilities in lifelong learning, making specific reference to their own responsibility for identifying and meeting the needs of their students.
Assessment evidence:
Mini-presentations, brief written report and research materials.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
66
Assessment criteria 2.1, 2.2 and 2.3:
Whole-group discussion on equality and diversity followed by small-group activities associated with roles and responsibilities.
Individual activity to complete personal learning logs, producing a follow-up record of discussion. Using their earlier research on codes of practice and roles and responsibilities, learners explain what they see as the boundaries between their own role as a teacher and other professional roles in lifelong learning. They also explain their own responsibilities in relation to other professionals. Specific reference should be made to points of referral available for their own students where learners feel this is beyond the boundaries of their own role.
Assessment evidence:
Personal learning log and brief written review.
Assessment criteria 3.1 and 3.2:
A tutor-led discussion on maintaining a safe and supportive learning environment.
Learners describe individually what is meant by a ‘safe and supportive learning environment’ and suggest how, as a teacher, they would establish, maintain and promote this and ensure their students also take responsibility through appropriate behaviour.
Assessment evidence:
Personal learning log, brief written review, extended written assessments, with references included.
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J — Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Journals and/or magazines
Times Educational Supplement — FE Focus
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.crll.org.uk Centre for Research in Lifelong Learning
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) LSIS Excellence Gateway
www.ifl.ac.uk Institute for Learning
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3)
Unit reference number: T/503/1233
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of the unit is to enable learners to understand learning and teaching strategies and approaches in lifelong learning and how to use them to meet the needs of students. The unit covers how to create a learning environment that engages and motivates students.
This unit enables learners to recognise different approaches to learning and teaching that reflect their students’ needs and different learning styles, as well as the requirements of their specialist area.
There is a focus on creating an inclusive learning environment, working with ground rules that promote respect for others. The unit addresses the importance of inclusion in selecting learning and teaching techniques, resources and assessment opportunities so that these meet the needs of students and promote learning, whilst providing opportunities to practise skills in language, literacy, numeracy and ICT.
This unit has specific links with the following PTLLS units: Unit 4: Principles of Assessment in Lifelong Learning (Level 3), Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3) and Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Assessment requirements
There is no requirement to undertake practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
69
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sum
mar
ise
lear
nin
g a
nd
teac
hin
g s
trat
egie
s use
d in o
wn
spec
ialis
m
□
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
ski
lls,
under
stan
din
g.
□
Str
ateg
ies,
eg v
arie
d,
lear
ner
-cen
tred
, in
div
idual
or
gro
up w
ork
, flex
ible
, re
leva
nt.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT (
info
rmat
ion a
nd lea
rnin
g
tech
nolo
gy)
.
1.2
Exp
lain
how
appro
aches
to
lear
nin
g a
nd t
each
ing in o
wn
spec
ialis
m m
eet
the
nee
ds
of
lear
ner
s
□
Lear
nin
g c
ycle
, eg
Kolb
(ac
tive
exp
erim
enta
tion,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
conce
ptu
alis
atio
n).
□
Lear
nin
g s
tyle
s, e
g H
oney
and M
um
ford
(ac
tivi
st,
reflec
tor,
theo
rist
, pra
gm
atis
t);
effe
ctiv
enes
s, e
g S
WO
T a
nal
ysis
(st
rength
s,
wea
knes
ses,
opport
unitie
s an
d t
hre
ats)
, ad
apta
bili
ty,
flex
ibili
ty,
fit
for
purp
ose
.
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
D
escr
ibe
aspec
ts o
f in
clusi
ve
lear
nin
g
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, indiv
idual
nee
ds,
lea
rnin
g
styl
es,
support
nee
ds.
□
Str
ateg
ies,
eg I
LP (
indiv
idual
lea
rnin
g p
lans)
, va
ried
and f
lexi
ble
ap
pro
aches
, ac
tive
lea
rnin
g,
studen
t-ce
ntr
ed,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l or
larg
e. g
roup a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
to s
elec
t in
clusi
ve
lear
nin
g a
nd t
each
ing t
echniq
ues
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
uniq
ue
aspec
ts,
qual
ific
atio
n
requirem
ents
, sp
ecia
list
know
ledge
and s
kills
.
□
Nat
ure
of
studen
ts,
eg a
ctiv
e, r
efle
ctiv
e, t
heo
rist
s, p
lanner
s,
indiv
idual
nee
ds,
gro
up s
ize
and d
iver
sity
.
□
Issu
es,
eg p
hys
ical
or
econom
ic c
onst
rain
ts,
reso
urc
es,
soci
al a
nd
inte
llect
ual
mix
.
2.2
Exp
lain
how
to s
elec
t re
sourc
es
that
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t.
□
Pra
ctic
ality,
eg s
uitab
ility
, av
aila
bili
ty,
acce
ssib
ility
, flex
ibili
ty,
finan
cial
const
rain
ts,
tech
nic
al iss
ues
, fit
for
purp
ose
.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
□
Form
al a
nd info
rmal
chec
ks o
n lea
rnin
g;
purp
ose
, eg
aw
ardin
g
org
anis
atio
n r
equirem
ents
, org
anis
atio
n r
equirem
ents
, re
cord
ing
pro
gre
ss,
report
ing,
opport
unitie
s to
pro
vide
studen
t w
ith f
eedbac
k,
pro
duct
or
pro
cess
, ongoin
g.
□
Appro
priat
enes
s, e
g t
o s
kills
, kn
ow
ledge
and u
nder
stan
din
g,
tim
ely,
su
itab
le,
addre
ssin
g indiv
idual
nee
ds.
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Exp
lain
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
□
Lite
racy
, eg
res
earc
h,
writt
en a
ctiv
itie
s, r
efle
ctiv
e w
riting.
□
Languag
e, e
g d
iscu
ssio
n,
deb
ate,
sm
all-
gro
up a
ctiv
itie
s,
pre
senta
tions.
□
Num
erac
y, e
g r
ecord
s, t
allie
s, m
easu
ring,
gra
phs.
□
ICT,
eg r
esea
rch,
assi
gnm
ent
writing,
foru
ms,
min
i-pre
senta
tions.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
way
s to
engag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
□
Engag
ing,
eg s
tim
ula
ting,
varied
appro
aches
, ac
tive
, re
leva
nt,
cle
ar
and s
har
ed o
utc
om
es,
indiv
idual
and g
roup a
ctiv
itie
s.
□
Motiva
ting,
eg r
ange
of
teac
hin
g a
nd lea
rnin
g s
tyle
s, s
tuden
t in
volv
emen
t an
d o
wner
ship
of
targ
ets,
rec
ognis
ing a
chie
vem
ents
.
□
Equal
ity
of
opport
unity,
eg a
cces
sibili
ty,
diffe
rentiat
ion,
studen
t-ce
ntr
ed.
3.2
Sum
mar
ise
way
s to
est
ablis
h
gro
und r
ule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
□
Stu
den
t par
tici
pat
ion,
eg L
NA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), n
egotiat
ion,
explo
ring d
iver
sity
, id
entify
ing indiv
idual
and
gro
up n
eeds,
val
uin
g c
ontr
ibutions
of
oth
ers,
under
stan
din
g t
he
nee
d
for
resp
ect.
□
Stu
den
t re
sponsi
bili
ty,
eg indiv
idual
or
gro
up c
ontr
acts
, in
div
idual
gro
und r
ule
s, o
wner
ship
of
lear
nin
g,
pee
r w
ork
ing o
r as
sess
men
t,
gro
up f
oru
m,
ILP (
indiv
idual
lea
rnin
g p
lans)
.
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Exp
lain
way
s to
giv
e co
nst
ruct
ive
feed
bac
k th
at
motiva
tes
lear
ner
s
□
Provi
din
g f
eedbac
k, e
g f
orm
al a
nd info
rmal
opport
unitie
s, r
egula
r,
inte
rcep
tion,
task
focu
sed,
reflec
ting indiv
idual
nee
d,
reco
gnis
ing
achie
vem
ent.
□
Way
s, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
; te
chniq
ues
, eg
PCP (
pra
ise,
critici
sm,
pra
ise)
, m
edal
-and-
mis
sion,
enco
ura
gin
g s
elf-
and p
eer
asse
ssm
ent.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
72
Information for tutors
Delivery
Tutor presentations, individual activities and group activities are especially helpful
in the delivery of this unit as they will give learners experience of a range of teaching methods. Mini-presentations will allow learners to compare and contrast their own working practices and contexts with that of others in the group. They also give learners the chance to try out new skills and build on their own experiences. Wherever possible, learning and teaching should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment.
Learners should draw on material from their own experiences to use in class and in their assignments. Through working in peer groups and sharing their experiences, learners can develop relevant case studies, problem-solving skills and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. The focus should be on learner-centred approaches wherever possible.
This knowledge-based unit should be delivered alongside the practical PTLLS Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). In most delivery contexts, time should be divided equally between formal delivery and directed assessment activities. As the assessment criteria in this Level 3 unit are similar to those in the equivalent Level 4 unit with the same title, it is possible for the units to be delivered together. Centres offering the learning and development alternative units in the PTLLS qualification, Unit 1: Facilitate Learning and Development in Groups (Level 3) and/or Unit 2: Facilitate Learning and Development for Individuals (Level 3) may wish to adopt a different approach to the delivery of this unit.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor- led discussions, small-group activities, whole-group discussions and individual activities.
The links between all the units in the PTLLS qualifications should be highlighted to demonstrate ways that the assessments, activities and assessment evidence can be related to more than one unit. It is essential for learners to make the links between this unit and the practical PTLLS Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
The suggested learning activities for this unit are based on micro-teaching.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
73
Introduction to unit
A starting point for this unit could be to negotiate, as a group, ground rules that recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.
Learning outcome 1:
Tutor-led activities with the opportunity for question and answer sessions providing underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles — Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).
Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.
Learning outcomes 1 and 2:
A small-group activity to evaluate the effectiveness of different approaches to learning and teaching, linking this to the importance of an inclusive approach. Learners could use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (for example using lists or cards) — one group starts with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans must include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.
A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.
Learning outcome 3:
Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session establishes principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.
Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to the PTLLS Unit 4: Principles of Assessment in Lifelong Learning (Level 3).
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and given opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include: written tasks, a diary or journal, research materials, key skills, basic skills, and functional skills documents, a record of professional discussion and witness statements.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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It is important for learners to understand how evidence from the following units can help inform this unit: Unit 15: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3), Unit 13: Principles of Assessment in Lifelong Learning (Level 3) and Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3). Assessment criteria 1.2 and 2.1 in this unit have particularly important links with Unit 20: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3).
Some centres may wish to approach all the units of the level 3 or level 4 qualification as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. A summative evaluation and list of development needs would also be required.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria through specific entries in a single reflective activity. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1, 1.2 and 1.3:
Tutor presentation on strategies used in lifelong learning.
Learners follow up tutor presentation with individual research, including references to own specialism.
Assessment evidence:
Personal learning log (linked to micro-teach).
Assessment criteria 2.1, 2.2, 2.3 and 2.4:
Tutor presentation focusing on inclusive strategies.
Learners follow up tutor presentation with individual research, including references to own specialist area.
Tutor presentation focusing on effective learning and teaching, including selection of effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Discussion and mini-presentations to follow the tutor presentation to focus on specific aspects of meetings student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Assessment evidence:
Personal learning log, specific materials relating to functional skills.
Assessment criteria 3.1, 3.2 and 3.3:
A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.
Assessment evidence
Personal learning log.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Indicative resource materials
Textbooks
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J — Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4)
Unit reference number: F/503/1235
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to understand teaching and learning strategies and approaches in lifelong learning and how these can be used to meet the needs of learners. This unit also covers how to create a learning environment that engages and motivates learners.
It is important for a teacher to understand their students’ needs and learning styles, as well as the requirements of their specialist area. This unit helps learners to recognise the effectiveness of different approaches to learning and teaching by requiring them to analyse and evaluate strategies.
The unit examines basic principles and theories of inclusion and gives learners the opportunity to analyse different approaches. The unit extends consideration of inclusion through reviewing resources and assessment opportunities. A review of how to provide opportunities for students to practise a basic level of skills in language, literacy, numeracy and ICT is also required.
The unit also covers how underpinning knowledge can inform teaching methods to create a motivating learning environment. Learners will be expected to explain how to establish ground rules to promote respect and review ways to give constructive feedback.
This unit has specific links to the following units in the PTLLS qualifications: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Assessment requirements
There is no requirement to undertake practice for this unit.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
77
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Anal
yse
lear
nin
g a
nd t
each
ing
stra
tegie
s use
d in o
wn
spec
ialis
m
□
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
ski
lls,
under
stan
din
g,
□
Str
ateg
ies,
eg v
arie
d,
lear
ner
-cen
tred
, in
div
idual
or
gro
up w
ork
, flex
ible
, re
leva
nt.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT (
info
rmat
ion a
nd lea
rnin
g
tech
nolo
gy)
.
1.2
Eva
luat
e th
e ef
fect
iven
ess
of
appro
aches
to lea
rnin
g a
nd
teac
hin
g in o
wn s
pec
ialis
t ar
ea
in m
eeting n
eeds
of
lear
ner
s
□
Lear
nin
g c
ycle
, eg
Kolb
(ac
tive
exp
erim
enta
tion,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
conce
ptu
alis
atio
n).
□
Lear
nin
g s
tyle
s, e
g H
oney
and M
um
ford
(ac
tivi
st,
reflec
tor,
theo
rist
, pra
gm
atis
t).
□
Effec
tive
nes
s, e
g S
WO
T a
nal
ysis
(st
rength
s, w
eakn
esse
s,
opport
unitie
s an
d t
hre
ats)
, ad
apta
bili
ty,
flex
ibili
ty,
fit
for
purp
ose
.
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
Eva
luat
e as
pec
ts o
f in
clusi
ve
lear
nin
g
□
Iden
tify
ing n
eeds,
eg initia
l as
sess
men
t, indiv
idual
nee
ds,
lea
rnin
g
styl
es,
support
nee
ds.
□
Str
ateg
ies,
eg I
LP (
indiv
idual
lea
rnin
g p
lans)
, va
ried
and f
lexi
ble
ap
pro
aches
, ac
tive
lea
rnin
g,
studen
t-ce
ntr
ed,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l or
larg
e gro
up a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
78
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Anal
yse
incl
usi
ve a
ppro
aches
to
lear
nin
g a
nd t
each
ing
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
uniq
ue
aspec
ts,
qual
ific
atio
n
requirem
ents
, sp
ecia
list
know
ledge
and s
kills
.
□
Nat
ure
of
studen
ts,
eg a
ctiv
e, r
efle
ctiv
e, t
heo
rist
s, p
lanner
s,
indiv
idual
nee
ds,
gro
up s
ize
and d
iver
sity
.
□
Issu
es,
eg p
hys
ical
or
econom
ic c
onst
rain
ts,
reso
urc
es,
soci
al a
nd
inte
llect
ual
mix
.
2.2
Anal
yse
how
to s
elec
t re
sourc
es
to m
eet
the
nee
ds
of
lear
ner
s □
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t.
□
Pra
ctic
ality,
eg s
uitab
ility
, av
aila
bili
ty,
acce
ssib
ility
, flex
ibili
ty,
finan
cial
const
rain
ts,
tech
nic
al iss
ues
, fit
for
purp
ose
.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at
mee
t th
e nee
ds
of
lear
ner
s
□
Form
al a
nd info
rmal
chec
ks o
n lea
rnin
g;
purp
ose
, eg
aw
ardin
g
org
anis
atio
n r
equirem
ents
, org
anis
atio
n r
equirem
ents
, re
cord
ing
pro
gre
ss,
report
ing,
opport
unitie
s to
pro
vide
studen
t w
ith f
eedbac
k,
pro
duct
or
pro
cess
, ongoin
g.
□
Appro
priat
enes
s, e
g t
o s
kills
, kn
ow
ledge
and u
nder
stan
din
g,
tim
ely,
su
itab
le,
addre
ssin
g indiv
idual
nee
ds.
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Rev
iew
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctic
e th
eir
liter
acy,
lan
guag
e,
num
erac
y an
d I
CT s
kills
□
Lite
racy
, eg
res
earc
h,
writt
en a
ctiv
itie
s, r
efle
ctiv
e w
riting.
□
Languag
e, e
g d
iscu
ssio
n,
deb
ate,
sm
all-
gro
up a
ctiv
itie
s,
pre
senta
tions.
□
Num
erac
y, e
g r
ecord
s, t
allie
s, m
easu
ring,
gra
phs.
□
ICT,
eg r
esea
rch,
assi
gnm
ent
writing,
foru
ms,
min
i-pre
senta
tions.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
79
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
to e
ngag
e an
d
motiva
te lea
rner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
□
Engag
ing,
eg s
tim
ula
ting,
varied
appro
aches
, ac
tive
, re
leva
nt,
cle
ar
and s
har
ed o
utc
om
es,
indiv
idual
and g
roup a
ctiv
itie
s.
□
Motiva
ting,
eg r
ange
of
teac
hin
g a
nd lea
rnin
g s
tyle
s, s
tuden
t in
volv
emen
t an
d o
wner
ship
of
targ
ets,
rec
ognis
ing a
chie
vem
ents
.
□
Equal
ity
of
opport
unity,
eg a
cces
sibili
ty,
diffe
rentiat
ion,
studen
t-ce
ntr
ed.
3.2
Exp
lain
how
to e
stab
lish g
round
rule
s w
ith lea
rner
s to
pro
mote
re
spec
t fo
r oth
ers
□
Stu
den
t par
tici
pat
ion,
eg L
NA/T
NA (
lear
nin
g o
r tr
ainin
g n
eeds
anal
ysis
), n
egotiat
ion,
explo
ring d
iver
sity
, id
entify
ing indiv
idual
and
gro
up n
eeds,
val
uin
g c
ontr
ibutions
of
oth
ers,
under
stan
din
g t
he
nee
d
for
resp
ect.
□
Stu
den
t re
sponsi
bili
ty,
eg indiv
idual
or
gro
up c
ontr
acts
, in
div
idual
gro
und r
ule
s, o
wner
ship
of
lear
nin
g,
pee
r w
ork
ing o
r as
sess
men
t,
gro
up f
oru
m,
ILP (
indiv
idual
lea
rnin
g p
lans)
.
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Rev
iew
way
s to
giv
e co
nst
ruct
ive
feed
bac
k to
motiva
te lea
rner
s □
Provi
din
g f
eedbac
k, e
g f
orm
al a
nd info
rmal
opport
unitie
s, r
egula
r,
inte
rcep
tion,
task
focu
sed,
reflec
ting indiv
idual
nee
d,
reco
gnis
ing
achie
vem
ent.
□
Way
s, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
; te
chniq
ues
eg P
CP (
pra
ise,
critici
sm,
pra
ise)
, m
edal
-and-
mis
sion,
enco
ura
gin
g s
elf-
and p
eer
asse
ssm
ent.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Information for tutors
Delivery
It is recommended that centres use a range of teaching and learning methods for this unit, for example individual activities, group activities and tutor presentations. Mini-presentations will enable learners to compare and contrast their own working practices and contexts with that of others in the group. It also allows them to try out new skills and build on their own experiences.
Wherever possible, learning and teaching used should draw on material from learners’ personal and professional experience. This will help learners to develop reflective practices and recognise the importance of the transferability of skills and knowledge in a learning environment.
Learners should draw on material from relevant experiences to use in class and in their assignments. These should be supported by references to appropriate theory. Working with groups of peers, learners will have the opportunity to develop problem-solving and interpersonal skills which can be used in their teaching. The use of ICT and the internet should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences.
Delivery should be dynamic and reinforce the principles of good practice at the appropriate level. It is important not to over-teach this unit but to focus on learner-centred approaches wherever possible. Learners should use individual research and the internet in developing underpinning theory and principles appropriate to the required level of challenge and breadth of study for this Level 4 unit.
This knowledge-based unit should be taught alongside the practical PTLLS unit, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). In most delivery contexts, the recommended number of guided learning hours should be divided equally between formal delivery and directed assessment activities.
A key difference between this Level 4 unit and the Level 3 unit with the same title is that at Level 4 greater emphasis needs to be placed on theory, underpinning knowledge and learning skills. This requires tutor presentations to make use of a greater range and depth of theoretical principles, whilst emphasising the need for individual learners to follow up taught sessions with an appropriate level of research. The suggested learning activities allow for this Level 4 unit and the corresponding Level 3 unit to be delivered together, with differentiation becoming evident through the assessment strategy.
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor-led discussions, small-group activities, whole-group discussions and individual activities.
It is essential for learners to make the links between this knowledge unit and the practical PTLLS unit, Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
81
These learning activities may be incorporated into those of other units to form a continuous programme combining taught sessions, individual directed study and practical teaching (micro-teaching). Units may be presented in any order.
Centres using the Learning and Development alternative unit, Unit 3: Manage Learning in Groups (Level 4), may wish to adopt a different approach to the delivery of this unit.
The suggested learning activities for this unit are based on micro-teaching.
Introduction to unit
A starting point for this unit could be to negotiate, as a group, ground rules which recognise the need to promote respect for others, so helping to create a motivating and inclusive environment.
Learning outcome 1:
Tutor-led activities with the opportunity for question and answer sessions to provide underpinning theory on the principles of inclusive learning and strategies for learning and teaching. Tutor presentations could cover Kolb’s learning cycle linked to different learning styles — Skills (Activity), Knowledge (Theory) and Understanding (Reflection and Application).
Tutor-led activities should be followed up by directed individual research linked to individual specialist areas.
Learning outcomes 1 and 2:
A small-group activity to evaluate the effectiveness of different approaches to teaching and learning and to analyse inclusive approaches. Learners use Kolb’s learning cycle to create a plan for a 30-minute session to match one learning or teaching approach to each stage (for example using lists or cards) — one group to start with ‘Activity’, one with ‘Review’, one with ‘Theory’ and one with ‘Apply’ (or Plan), ensuring there is a ‘correct’ starting point. Plans include suggestions for resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group presentations, with justification of choices.
A whole-group discussion focusing on the effectiveness of selected approaches and how they support the inclusive approach.
Learning outcome 3:
Learners review presentations, and then discuss engaging and motivating students and establishing ground rules. A question and answer session could establish principles of providing constructive feedback, followed by tutor-led discussion for a ‘reflective feedback sandwich’.
Following generic input, learners select a specialist topic for their own micro-teaching session and choose appropriate learning and teaching techniques and resources that can be used in session planning. This should be in a group context to allow for peer working and tutor support. It can be linked directly to the practical unit but time should be allowed for learners to gather ideas and materials for the background to their micro-teaching. This provides an opportunity to link to the PTLLS unit, Unit 5: Principles of Assessment in Lifelong Learning (Level 4).
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
82
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Learners should be actively involved in the assessment process and be provided with opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences as well as through working in groups with their peers — in a classroom or online — learners can develop case studies, research and resources to evidence their assessment activities. Evidence to support this unit can include written tasks, a diary or journal, research materials, key skills, basic skills and functional skills documents, a record of professional discussion and witness statements.
It is important for learners to understand how evidence from the following PTLLS units can help inform this unit: Unit 5: Principles of Assessment in Lifelong Learning (Level 4), Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4), Unit and Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4). Assessment criteria 1.2 and 2.1 of this unit have particularly important links with Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4).
Some centres may wish to approach all units of the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity. This would be possible with a written task on ‘roles, responsibilities and relationships’, a second on ‘teaching and learning strategies’ and a third on ‘assessment principles’ with micro–teaching putting theory into practice. Learners could finish with a summative evaluation and list of development needs.
It is important that Level 4 learners have adequate opportunities to demonstrate extended writing skills. Guidance should be provided on structuring more extensive written tasks, along with the appropriate use of referencing of background reading. The use of the standard Harvard referencing system is essential at Level 4. Where brief, unreferenced reports are used to provide the basis of the assessment, they should be balanced by a more extended piece of written work, where referencing is appropriate.
Assessment activities
The assessment activities below are for guidance only and it is recommended that, where appropriate, centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. Level 3 activities are used as the basis for covering the assessment criteria. Using the Level 3 assessment activities as the basis for the extended writing will reinforce the opportunities for delivering Level 3 and Level 4 together; the distinction between levels should be clear in the final assessment evidence. A piece of extended work can be added to meet the Level 4 requirements. This enables tutors to decide the level that learners have the potential of achieving based on the skills, knowledge and understanding they show throughout the unit (or combination of units, if a holistic approach is adopted).
One approach could be to create a single essay-style analysis based on the personal learning log, considering approaches to inclusive, effective and motivational learning and teaching that includes resourcing and assessment. This can also link to the PTLLS unit, Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4).
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
83
Assessment criteria 1.1, 1.2 and 1.3:
Tutor presentation on strategies used in lifelong learning.
Learners follow up tutor presentation with individual research, including references to own specialist area and aspects of inclusive learning.
Assessment evidence:
Personal learning log (linked to micro-teach).
Assessment criteria 2.1, 2.2, 2.3 and 2.4:
Tutor presentation focusing on inclusive strategies.
Learners follow up tutor presentation with individual research, including references to their own specialist area.
Tutor presentation focusing on effective learning and teaching, including inclusive approaches, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Group discussion and mini-presentations to focus on specific aspects of meeting student needs in selecting effective techniques, resources, assessment opportunities and opportunities for literacy, language, numeracy and ICT.
Assessment evidence:
Personal learning log, specific materials relating to functional skills.
Assessment criteria 3.1, 3.2 and 3.3:
A tutor-led discussion on motivation and feedback, linked to group work on ground rules that promote respect for others.
Assessment evidence:
Personal learning log.
Assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 and 3.3:
Individual directed study into effectives of approaches in specialist area.
Assessment evidence:
Extended writing with referencing.
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
84
Rogers J — Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
85
Unit 10: Understanding the Principles and Practices of Assessment (Level 3)
Unit reference number: D/601/5313
QCF level: 3
Unit type: Competence
Credit value: 3
Guided learning hours: 24
Unit aim
The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.
Assessment requirements
There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.
The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
86
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
lea
rnin
g a
nd
dev
elopm
ent
□
Funct
ions,
eg m
easu
rem
ent
and r
ecord
ing o
f ac
hie
vem
ent,
id
entifica
tion o
f in
div
idual
stu
den
t nee
ds,
form
ativ
e or
sum
mat
ive
asse
ssm
ent,
fit f
or
purp
ose
, as
sess
men
t ag
ainst
sta
ndar
ds
and
per
form
ance
/ass
essm
ent
criter
ia,
monitoring d
evel
opm
ent,
ev
iden
ce f
or
per
form
ance
rev
iew
/tar
get
s/ b
ench
mar
king,
contr
ibuting t
o q
ual
ity
assu
rance
, dev
elopm
ent
of
bes
t pra
ctic
e.
1.2
D
efin
e th
e ke
y co
nce
pts
and
princi
ple
s of
asse
ssm
ent
□
Purp
ose
, eg
who is
it f
or?
— lea
rner
, tr
ainer
, as
sess
or,
org
anis
atio
n,
emplo
yer;
ass
essm
ent
as p
art
of
the
lear
nin
g o
r tr
ainin
g c
ycle
eg t
o
reco
gnis
e prior
lear
nin
g,
to iden
tify
spec
ific
ass
essm
ent
requirem
ents
; as
sess
men
t of
spec
ific
lea
rnin
g d
om
ains
eg B
andle
r an
d G
rinder
’s p
sych
om
oto
r/ c
ognitiv
e/af
fect
ive
— s
kills
, kn
ow
ledge
or
under
stan
din
g.
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
□
Ran
ge
of
resp
onsi
bili
ties
, eg
to t
he
studen
t, t
he
emplo
yer,
the
org
anis
atio
n,
occ
upat
ional
sta
ndar
ds,
aw
ardin
g o
rgan
isat
ion;
pra
ctic
al r
esponsi
bili
ties
, eg
pla
nnin
g,
man
agin
g a
nd d
eliv
erin
g
asse
ssm
ent;
mai
nta
inin
g t
he
inte
grity
of
the
qual
ific
atio
n;
studen
t-ce
ntr
ed a
sses
smen
t.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Id
entify
the
regula
tions
and
requirem
ents
rel
evan
t to
as
sess
men
t in
ow
n a
rea
of
pra
ctic
e
□
Reg
ula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls C
ounci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g;
oth
er r
egula
tions,
eg
hea
lth a
nd s
afet
y, e
qual
ity
and d
iver
sity
/dis
abili
ty a
ct,
dat
a pro
tect
ion,
safe
guar
din
g s
tuden
ts d
uring a
sses
smen
t;
reco
rdin
g/t
rack
ing a
nd loggin
g a
sses
smen
t dec
isio
ns,
co
mm
unic
atin
g d
ecis
ions
with s
tuden
ts,
stan
dar
dis
atio
n,
moder
atio
n a
nd q
ual
ity
assu
rance
of
asse
ssm
ent.
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d
limitat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with
refe
rence
to t
he
nee
ds
of
indiv
idual
lea
rner
s
□
Ran
ge
of
asse
ssm
ent
met
hods
for
per
form
ance
-bas
ed a
sses
smen
t of
skill
s or
know
ledge-
bas
ed a
sses
smen
t of
under
stan
din
g,
indiv
idual
or
gro
up a
sses
smen
t; f
it f
or
purp
ose
, eg
stu
den
t nee
ds,
co
nte
xt;
mea
sure
s of
achie
vem
ent,
eg p
erfo
rman
ce c
rite
ria,
as
sess
men
t cr
iter
ia,
leve
ls s
tandar
ds;
pra
ctic
al lim
itat
ions,
eg
num
ber
s in
volv
ed,
range,
opport
unity,
rel
iabili
ty,
tim
e co
nst
rain
ts,
reso
urc
es,
staf
fing.
3.1
Sum
mar
ise
key
fact
ors
to
consi
der
when
pla
nnin
g
asse
ssm
ent
□
Form
al,
eg a
ddre
ssin
g r
egula
tions
or
stan
dar
ds,
stu
den
t, e
mplo
yer,
busi
nes
s nee
ds;
tim
ing o
f as
sess
men
t, e
g initia
l/pre
-cours
e,
form
ativ
e, s
um
mat
ive,
rec
ognis
ing p
rior
lear
nin
g;
range
of
met
hods/
activi
ties
to m
eet
studen
t nee
ds,
eg o
bse
rvat
ion,
per
form
ance
evi
den
ce,
dis
cuss
ion,
witnes
s/ s
tuden
t st
atem
ent,
te
sts,
multip
le-c
hoic
e ques
tions,
writt
en a
ctiv
ity,
ref
lect
ive
journ
al,
verb
al q
ues
tionin
g;
nat
ura
lly o
ccurr
ing e
viden
ce;
spec
ific
nee
ds.
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t □
Ben
efits,
eg c
ost
and t
ime
effe
ctiv
enes
s, m
otiva
tional
for
studen
ts,
eg p
rom
oting s
tuden
t re
sponsi
bili
ty a
nd s
tuden
t in
volv
emen
t, u
se o
f nat
ura
lly o
ccurr
ing e
viden
ce,
exper
iential
lea
rnin
g,
linki
ng d
iffe
rent
aspec
ts o
f le
arnin
g t
hro
ugh a
sses
smen
t, t
ransf
eren
ce o
f sk
ills,
w
ork
-bas
ed o
pport
unitie
s, r
atio
nal
isin
g c
olle
ctio
n o
f as
sess
men
t ev
iden
ce,
mee
ting n
um
ber
of
lear
nin
g o
utc
om
es/
asse
ssm
ent
criter
ia,
linke
d k
now
ledge-
bas
ed a
nd p
erfo
rman
ce-b
ased
as
sess
men
t opport
unitie
s.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
88
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.3
Exp
lain
how
to
pla
n a
holis
tic
appro
ach t
o a
sses
smen
t □
Ran
ge
of
asse
ssm
ent
requirem
ents
and o
pport
unitie
s, e
g
com
pre
hen
sive
appro
ach,
logic
al p
rogre
ssio
n a
nd s
equen
cing,
rela
ted t
o s
pec
ific
conte
xt,
studen
t nee
ds,
pre
fere
nce
s, w
ork
pla
ce;
opport
unitie
s to
use
lin
kages
par
ticu
larly
bet
wee
n k
now
ledge
and
under
stan
din
g t
o s
kills
req
uirem
ents
, nat
ura
lly o
ccurr
ing e
viden
ce,
appro
priat
e as
sess
men
t opport
unitie
s, e
viden
ce a
ppro
priat
e to
num
ber
of
lear
nin
g o
utc
om
es/a
sses
smen
t cr
iter
ia.
3.4
Sum
mar
ise
the
types
of
risk
s th
at m
ay b
e in
volv
ed in
asse
ssm
ent
in o
wn a
rea
of
resp
onsi
bili
ty
□
Org
anis
atio
nal
ris
ks,
eg o
rgan
isat
ional
culture
, ap
pro
priat
e opport
unitie
s fo
r as
sess
men
t, s
taff
occ
upat
ional
or
asse
ssm
ent
exper
ience
; pra
ctic
al r
isks
, eg
hea
lth a
nd s
afet
y, e
qual
ity
and
div
ersi
ty,
dat
a pro
tect
ion,
spec
ific
occ
upat
ional
ris
ks;
studen
t-bas
ed
risk
s, e
g o
ccupat
ional
com
pet
ence
, re
sponsi
bili
ty,
motiva
tion;
asse
ssm
ent
risk
s, e
g t
imin
g,
range,
suff
icie
ncy
, bia
s, f
airn
ess.
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough t
he
pla
nnin
g p
roce
ss
□
Cle
ar c
rite
ria
for
asse
ssm
ent,
eg iden
tify
ing/a
ddre
ssin
g s
pec
ific
re
quirem
ents
, st
andar
dis
atio
n o
f pla
nnin
g,
neg
otiat
ing w
ith s
tuden
t;
sele
ctin
g a
ppro
priat
e ra
nge
of
asse
ssm
ent
met
hods
appro
priat
e to
co
nte
xt t
o g
ener
ate
the
required
evi
den
ce;
safe
guar
din
g s
tuden
ts,
eg p
lannin
g f
or
hea
lth a
nd s
afet
y, e
qual
ity
and d
iver
sity
, neg
otiat
ing w
ith s
tuden
ts,
appro
priat
e tim
ing o
f as
sess
men
t; c
lear
re
cord
ing,
trac
king,
loggin
g o
f as
sess
men
t dec
isio
ns.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
import
ance
of
invo
lvin
g t
he
lear
ner
and o
ther
s in
the
asse
ssm
ent
pro
cess
□
Rec
ognis
ing n
eeds,
eg initia
l as
sess
men
t, lea
rnin
g/t
rain
ing n
eeds
anal
ysis
, re
cognis
ing c
urr
ent
leve
l of
know
ledge,
under
stan
din
g,
skill
s an
d e
xper
ience
s; n
egotiat
ing lea
rnin
g,
eg t
arget
s, g
oal
s,
obje
ctiv
es f
or
asse
ssm
ent,
sel
f-as
sess
men
t, ‘bite-
size
chunks
’,
mea
nin
gfu
l, r
elev
ant,
motiva
tion,
engag
emen
t, invo
lvem
ent,
in
div
idual
res
ponsi
bili
ty;
invo
lvem
ent
with o
ther
s, e
g o
rgan
isat
ion,
colle
agues
, em
plo
yers
, pee
rs,
witnes
ses.
4.2
Sum
mar
ise
types
of
info
rmat
ion
that
should
be
mad
e av
aila
ble
to
lear
ner
s an
d o
ther
s in
volv
ed in
the
asse
ssm
ent
pro
cess
□
Sta
ndar
ds
and c
rite
ria
agai
nst
whic
h t
hey
will
be
asse
ssed
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, occ
upat
ional
sta
ndar
ds,
oth
er
spec
ific
req
uirem
ents
; as
sess
men
t pla
n,
eg s
pec
ific
crite
ria
they
will
be
asse
ssed
agai
nst
, tim
ing,
venue,
met
hods,
exp
ecte
d o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of
asse
ssm
ent,
appea
ls
pro
cedure
; re
quirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
act
ivity,
evi
den
ce r
equired
; as
sess
men
t dec
isio
ns.
4.3
Exp
lain
how
pee
r an
d s
elf-
asse
ssm
ent
can b
e use
d
effe
ctiv
ely
to p
rom
ote
lea
rner
in
volv
emen
t an
d p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
□
Peer
fee
dbac
k, e
g f
orm
al o
r in
form
al,
witnes
s st
atem
ents
, pee
r obse
rvat
ions,
fee
dbac
k, w
ork
ing c
olla
bora
tive
ly,
shar
ing g
oal
s,
targ
ets,
giv
ing a
nd r
ecei
ving fee
dbac
k, a
war
enes
s of
risk
s of
appea
ring c
hal
lengin
g o
r co
nfr
onta
tional
; fo
rmal
or
info
rmal
sel
f-as
sess
men
t, e
g S
AR (
self-a
sses
smen
t re
view
), initia
l as
sess
men
t,
curr
ent
know
ledge,
under
stan
din
g,
skill
s, o
ccupat
ional
com
pet
ence
, SW
OT (
stre
ngth
s, w
eakn
esse
s, o
pport
unitie
s an
d t
hre
ats)
, re
flec
tion,
iden
tify
ing t
arget
s, t
arget
set
ting,
action p
lannin
g.
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
can
be
adap
ted t
o
mee
t th
e nee
ds
of
indiv
idual
le
arner
s.
□
Neg
otiat
ing a
sses
smen
t nee
ds
with indiv
idual
stu
den
ts,
eg
iden
tify
ing s
pec
ific
lea
rnin
g/a
sses
smen
t nee
ds,
ran
ge
of
asse
ssm
ent
met
hods,
act
ivitie
s to
mee
t diffe
rent
studen
t/co
nte
xt/n
eeds,
al
tern
ativ
e as
sess
men
t ac
tivi
ties
wher
e ap
pro
priat
e, r
epea
ting
asse
ssm
ent
to p
rovi
de
opport
unity
for
exper
iential
lea
rnin
g,
use
of
alte
rnat
ive
asse
ssor,
lea
rnin
g s
upport
, dis
cuss
ion t
o s
upple
men
t prim
ary
evid
ence
; re
cord
ing e
viden
ce o
f as
sess
men
t to
suit s
tuden
t nee
ds,
eg d
igital
rec
ord
ing,
audio
/vis
ual
, sc
ribe.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
90
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Exp
lain
how
to judge
whet
her
ev
iden
ce is:
su
ffic
ient
au
then
tic
cu
rren
t
□
Under
stan
din
g r
ule
s of
evid
ence
, eg
mee
ting o
utc
om
es a
nd
obje
ctiv
es iden
tified
in a
sses
smen
t pla
n,
evid
ence
is
coher
ent,
ac
cess
ible
, re
alis
tic,
rel
evan
t, a
ttributa
ble
, ac
hie
ved w
ithin
tim
e co
nst
rain
ts;
cred
ible
and c
om
pat
ible
with lea
rnin
g p
rogra
mm
e an
d
required
ass
essm
ent
outc
om
es,
conte
xt,
adher
ing t
o o
rgan
isat
ion,
indust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
and
stan
dar
ds.
v5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.2
Exp
lain
how
to e
nsu
re t
hat
as
sess
men
t dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d
criter
ia
va
lid
re
liable
fa
ir
□
Ran
ge
of
evid
ence
, eg
cle
arly
iden
tified
, cu
rren
t, a
ppro
priat
e cr
iter
ia,
valid
curr
ency
, le
vel, a
ttributa
ble
; re
liable
and c
an b
e re
pea
ted o
r le
arnin
g t
ransf
erre
d;
asse
ssm
ent
dec
isio
ns
are
fair,
eg
without
bia
s an
d r
elat
e to
the
iden
tified
crite
ria,
com
ply
ing w
ith
org
anis
atio
n a
nd/o
r in
dust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
, ad
dre
ssin
g s
pec
ific
stu
den
t nee
ds.
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
□
Ensu
ring o
rgan
isat
ion,
occ
upat
ional
, aw
ardin
g o
rgan
isat
ion a
nd
gove
rnm
ent
requirem
ents
are
mee
ting s
tandar
dis
atio
n,
qual
ity
assu
rance
of
pra
ctic
e, c
onsi
sten
cy a
cross
lea
rner
s, a
sses
sors
, co
nte
xts,
units;
com
pre
hen
sive
appro
ach t
o a
sses
smen
t at
all
stag
es —
pre
par
atio
n,
pla
nnin
g p
roce
ss,
asse
ssm
ent
outc
om
es ie
pro
duct
; ben
chm
arki
ng a
nd m
easu
res
of
achie
vem
ent;
iden
tify
ing
dev
elopm
ent
and c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
nee
ds
for
qual
ity
impro
vem
ent.
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.2
Sum
mar
ise
qual
ity
assu
rance
an
d s
tandar
dis
atio
n p
roce
dure
s in
ow
n a
rea
of
pra
ctic
e
□
Org
anis
atio
n a
sses
smen
t polic
ies
and p
roce
dure
s, e
g c
om
ply
ing
with S
ecto
r Ski
lls C
ounci
l, N
atio
nal
Occ
upat
ional
Sta
ndar
ds
requirem
ents
; te
am,
asse
ssor
stan
dar
dis
atio
n,
eg o
bse
rvat
ions
of
pra
ctic
e, s
tandar
dis
atio
n m
eetings,
shar
ing g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and p
roduct
; in
tern
al/e
xter
nal
qual
ity
assu
rance
rev
iew
s,
eval
uat
ion p
roce
dure
s.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
91
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.3
Sum
mar
ise
the
pro
cedure
s to
fo
llow
when
ther
e ar
e dis
pute
s co
nce
rnin
g a
sses
smen
t in
ow
n
area
of
pra
ctic
e
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g c
lear
ly w
ritt
en a
ppea
ls a
nd
griev
ance
pro
cedure
s, a
cces
sible
sys
tem
s fo
r ap
pea
ls,
eg
docu
men
ts f
or
appea
ls,
appro
priat
e st
affing f
or
man
agem
ent
of
appea
ls,
confiden
tial
ity,
non-d
iscr
imin
atory
polic
y, a
pplic
atio
n in
pra
ctic
e, r
ecord
ing o
f outc
om
es,
clea
r pap
er t
rail.
7.1
Exp
lain
the
import
ance
of
follo
win
g p
roce
dure
s fo
r th
e m
anag
emen
t of
info
rmat
ion
rela
ting t
o a
sses
smen
t
□
Polic
ies
for
man
agem
ent
of
asse
ssm
ent
evid
ence
, eg
port
folio
s,
asse
ssm
ent
reco
rds,
obse
rvat
ion r
ecord
s, p
hys
ical
evi
den
ce,
studen
t an
d w
itnes
s st
atem
ents
; m
anag
emen
t of
asse
ssm
ent
reco
rds,
eg s
tora
ge
and r
etriev
al,
confiden
tial
ity,
dat
a pro
tect
ion,
use
of
tech
nolo
gy;
shar
ing info
rmat
ion w
ith r
elev
ant
par
ties
, eg
st
uden
ts,
oth
er a
sses
sors
, em
plo
yer,
colle
agues
, org
anis
atio
n;
regula
tions
cove
ring s
har
ing info
rmat
ion,
eg O
fqual
, aw
ardin
g
org
anis
atio
n,
Sec
tor
Ski
lls C
ounci
l, d
ata
pro
tect
ion.
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d
ques
tionin
g c
ontr
ibute
to t
he
asse
ssm
ent
pro
cess
□
Support
ing r
ange
of
evid
ence
; co
nfirm
ing lea
rnin
g,
eg k
now
ledge,
under
stan
din
g,
skill
s, r
ewar
d,
motiva
tion,
linki
ng lea
rnin
g o
f pro
duct
an
d p
roce
ss,
tran
sfer
abili
ty o
f le
arnin
g,
iden
tify
ing f
urt
her
lea
rnin
g
requirem
ents
, ta
rget
set
ting a
nd a
ctio
n p
lannin
g,
reco
rdin
g d
ista
nce
tr
avel
led,
valu
e-ad
ded
, pro
gre
ssio
n;
corr
obora
tion o
f as
sess
or
dec
isio
n-m
akin
g p
roce
ss,
judgem
ent;
iden
tify
ing s
pec
ific
nee
ds
or
nee
d f
or
support
.
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to
asse
ssm
ent,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty
and w
elfa
re
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g a
ssoci
ated
with O
fqual
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
, Sec
tor
Ski
lls C
ounci
l/N
atio
nal
O
ccupat
ional
Sta
ndar
ds,
spec
ific
req
uirem
ents
, eg
confiden
tial
ity;
hea
lth,
safe
ty a
nd w
elfa
re;
incl
usi
on,
equal
ity
and d
iver
sity
; st
aff
dev
elopm
ent
nee
ds,
eg s
tandar
dis
atio
n,
shar
ing g
ood p
ract
ice,
work
sh
adow
ing,
pee
r obse
rvat
ion,
in-s
ervi
ce t
rain
ing,
casc
adin
g t
rain
ing,
continuin
g p
rofe
ssio
nal
dev
elopm
ent.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
92
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.2
Exp
lain
the
contr
ibution t
hat
te
chnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
□
Appro
priat
e te
chnolo
gy,
eg initia
l as
sess
men
ts,
onlin
e te
stin
g,
reco
rdin
g o
f ev
iden
ce incl
udin
g a
udio
or
visu
al,
subm
issi
on o
f as
signm
ents
ele
ctro
nic
ally
, el
ectr
onic
fee
dbac
k to
lea
rner
s, e
mai
ling
feed
bac
k, d
iscu
ssio
n f
oru
ms,
web
-bas
ed lea
rnin
g incl
udin
g d
ista
nce
or
ble
nded
lea
rnin
g,
issu
es o
f au
then
tici
ty;
tech
nolo
gy
for
reco
rdin
g
and s
toring a
sses
smen
t ev
iden
ce,
eg s
oft
war
e, a
war
din
g
org
anis
atio
n o
nlin
e pro
visi
on,
studen
ts m
anag
ing o
wn e
lect
ronic
re
cord
s; s
ecurity
.
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
in
rel
atio
n t
o a
sses
smen
t
□
Form
s of
ineq
ual
ity
and d
iscr
imin
atio
n a
nd t
hei
r im
pac
t on
in
div
idual
s, t
he
rele
vant
legis
lation,
emplo
ymen
t re
gula
tions
and
polic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty,
eg v
isual
/ au
ditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
; flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
, eg
neg
otiat
ing t
imin
g,
conte
xt,
pro
vidin
g a
dditio
nal
res
ourc
es w
her
e ap
pro
priat
e, r
ecognis
ing
additio
nal
support
nee
ds,
alter
nat
ive
appro
aches
, ev
iden
ce.
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g
pro
fess
ional
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
□
Ref
lect
ive
pra
ctic
e, e
g s
elf-
asse
ssm
ent,
SW
OT a
nal
ysis
(st
rength
s,
wea
knes
ses,
opport
unitie
s, t
hre
ats
or
bar
rier
s),
real
istic
targ
ets
for
ow
n d
evel
opm
ent,
usi
ng f
eedbac
k fr
om
stu
den
ts,
colle
agues
, m
anag
ers,
ext
ernal
eva
luat
ors
, oth
er indiv
idual
s an
d p
rofe
ssio
nal
s,
self a
nd t
eam
rev
iew
s, o
bse
rvat
ion r
eport
s, o
utc
om
e fr
om
appra
isal
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge,
occ
upat
ional
ex
per
tise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to a
sses
smen
t pla
ns,
dev
elopin
g t
echnolo
gie
s to
ext
end a
nd e
nhan
ce a
sses
smen
t pro
cess
, co
ntr
ibuting t
o cu
rric
ulu
m d
evel
opm
ent.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
93
Unit 11: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 3)
Unit reference number: Y/503/1242
QCF level: 3
Unit type: Specialist
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of the unit is to enable learners to plan and deliver an inclusive learning and teaching session. It requires learners to deliver a micro-teaching session and to evaluate their own delivery practice.
This unit gives learners the opportunity to plan and deliver a micro-teaching session that reflects learning from the following unit in the PTLLS qualifications: Unit 8: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 3). Learners will need to justify their selection of teaching and learning approaches, and how they will meet the needs of students.
Learners will have the opportunity to deliver their session plan and use selected resources and assessment methods. The session will enable learners to demonstrate ways to communicate and receive constructive feedback.
The unit includes opportunities for learners to evaluate their own practice. This is integral to both personal and professional practice.
When planning a learning session, learners should focus on the learning cycle in order to provide a framework that links theory with practice. This is in line with the Learning and Development alternatives, Unit 1: Facilitate Learning and Development in Groups(Level 3) and/or Unit 2: Facilitate Learning and Development for Individuals (Level 3) which can be used in place of this unit as part of a Level 3 qualification.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
94
Assessment requirements
There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15- minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
95
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
□
Pla
nnin
g s
kills
, eg
stu
den
t nee
ds,
lev
el,
subje
ct,
tim
e m
anag
emen
t,
range
of
met
hods,
var
ied lea
rnin
g a
nd t
each
ing a
ctiv
itie
s, r
esourc
es,
opport
unitie
s fo
r fu
nct
ional
ski
lls,
asse
ssm
ent
opport
unitie
s.
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to m
eet
the
nee
ds
of
lear
ner
s
□
Tea
chin
g a
ppro
aches
, eg
tuto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT
(info
rmat
ion a
nd lea
rnin
g t
echnolo
gy)
.
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.3
Pl
an a
sses
smen
t m
ethods
to
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ific
outc
om
es,
eg f
it f
or
purp
ose
, st
uden
t nee
ds,
ses
sion a
ims,
su
bje
ct c
onte
nt,
chec
king lea
rnin
g,
des
ired
outc
om
es,
studen
t in
volv
emen
t; a
ppro
priat
enes
s, e
g s
kills
, kn
ow
ledge
or
under
stan
din
g,
studen
t fe
edbac
k.
2.1
Apply
lea
rnin
g a
nd t
each
ing
appro
aches
to m
eet
the
nee
ds
of
lear
ner
s
□
Appro
aches
, eg
use
of
pla
n,
tim
e m
anag
emen
t, e
ngag
ing a
nd
motiva
ting lea
rner
s by
mee
ting n
eeds,
stim
ula
tion,
variet
y, s
tuden
t-ce
ntr
ed,
incl
usi
ve a
ppro
aches
, flex
ible
, use
of
ICT,
smal
l or
larg
e gro
up a
ctiv
itie
s, r
esea
rch.
2.2
U
se r
esourc
es t
o m
eet
the
nee
ds
of
lear
ner
s □
Appro
priat
e re
sourc
es,
eg q
ual
ity
and q
uan
tity
, fit
for
purp
ose
, sp
ecia
list
know
ledge
and lan
guag
e, d
iffe
rentiat
ed t
o lev
el o
f nee
ds,
st
imula
ting,
appro
priat
e to
ski
lls,
adap
ted t
o p
urp
ose
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
re-u
seab
le.
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.3
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
□
Com
munic
atio
n t
echniq
ues
, eg
lan
guag
e, lev
el,
subje
ct m
atte
r (t
echnic
al lan
guag
e),
pac
e, v
erbal
and n
on-v
erbal
, body
languag
e, t
o
indiv
idual
and g
roup,
enco
ura
gin
g s
tuden
t co
mm
unic
atio
n.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
96
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s □
Feed
bac
k, e
g d
irec
ted,
ques
tion a
nd a
nsw
er,
writt
en,
spoke
n,
gro
up,
indiv
idual
, su
pport
ive.
□
Const
ruct
ive,
eg p
rais
e cr
itic
ism
, pra
ise
(PCP),
var
ied,
spec
ific
, goal
-orien
tate
d,
appro
priat
e.
3.1
Ref
lect
on o
wn a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Focu
s, e
g s
elf-
asse
ssm
ent,
eva
luat
ion o
f pra
ctic
e, s
tren
gth
s, n
eeds,
bas
ed o
n a
vaila
ble
evi
den
ce,
use
of
feed
bac
k.
□
Purp
ose
ful, e
g d
eliv
ery,
subje
ct r
equirem
ents
, nee
ds,
spec
ific
outc
om
es.
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
ract
ice
□
Req
uirem
ents
, eg
iden
tified
nee
ds,
spec
ific
are
as,
alte
rnat
ive
appro
aches
, IL
P (
indiv
idual
lea
rnin
g p
lan),
per
sonal
act
ion p
lan,
prioritisi
ng,
CPD
(co
ntinuin
g p
rofe
ssio
nal
dev
elopm
ent)
.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
97
Information for tutors
Delivery
The delivery of this unit is based on the application of knowledge, skills and understanding in a practical context. For learners currently involved in teaching or training, this can take the form of teaching practice. For learners who are not involved in teaching or training, it is necessary to provide an equivalent opportunity for delivering learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.
Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to work under tight time constraints and review their time-management skills. This also provides a safe environment in which to try different approaches. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.
The purposes of the micro-teaching and teaching practice are to give learners the opportunity to:
• gain teaching experience and evaluate skills
• use a range of inclusive learning and teaching techniques
• use relevant resources
• use appropriate approaches to assessment in order to check learning
• get feedback from an experienced tutor and/or learners
• reflect on and evaluate their own practice and performance.
The micro-teach observation must be accompanied by individual reflection and action plans for further development. There also needs to be tutor feedback to advise learners of strengths and areas for improvement. It should include written feedback so that learners have a record. To encourage learners to share experiences and to gain a better understanding of the learning experience, learners’ feedback should be sought.
Learners who are currently teaching should be encouraged to observe others in a classroom or delivery situation before completing assignments for different approaches or levels of experience. Through the micro-teaching sessions, learners will have the opportunity to reflect on approaches used by others. Since those delivering the micro-teaching may have limited experience, learners should also be encouraged to reflect on their tutor’s approaches to planning and delivery.
A lesson observation pro forma for the micro-teach is available in Annexe F of this specification, along with a sample micro-teaching activity in Annexe E.
For learners who have teaching opportunities, formal feedback from at least one teaching practice should be used as an alternative to the micro-teaching to inform this unit.
Some centres may wish to approach all the units in the level 3 or level 4 PTLLS qualification as a single, holistic, integrated activity based on the micro-teaching or teaching practice.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
98
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small-group activities, whole-group activities, individual activities and teaching practice.
The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units.
Learning outcome 1:
Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.
With tutor and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma. This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.
Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.
Learning outcome 2:
Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers, the time and resources available.
Learning outcome 3:
Once micro-teaching is complete, all learners evaluate their practice and that of others. Learners should examine their own learning in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing flexibility in teaching and responsiveness to student needs.
Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
99
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The overall assessment strategy focuses on the application of essential skills, knowledge and understanding. Learning activities should be based on appropriate, realistic and practical situations and should reflect a range of professional practice and assessment strategies.
Following the practical micro-teaching, the unit gives learners the opportunity to build a portfolio of evidence, including the completion of a personal summative profile and action plans. This can include tutor support for individual learner activities (with peer working where learners have the opportunity to support peers).
Evidence could include:
learner self-assessment through reflection – where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development
peer assessment of learner performance, skills of feedback and communication from either teaching practice or micro-teaching
tutor observation of learner performance — based on micro-teaching or teaching practice
teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items and handouts.
Additional assessment evidence could include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, examples of assessment activities.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. The personal learning log referred to below can be based on the sample assignment provided in Annexe E and used for the PTLLS unit, Unit 6: Roles, Responsibilities and Relationships in Lifelong Learning (Level 3). An alternative approach would be to combine all the units of the PTLLS level 3 or level 4 qualification into a single, holistic assignment to integrate principles, theory and practice more closely.
Assessment criteria 1.1, 1.2 and 1.3:
Learners undertake a micro-teach assignment and use their personal learning log (see Annexe D of this specification document). They are required to plan a teaching session, justify choice of approaches and plan assessment methods that meet student needs.
Assessment evidence:
Session plan, written statement, assessor observation and peer feedback.
Assessment criteria 2.1, 2.2, 2.3 and 2.4:
As part of the micro-teach, learners show they can apply approaches and use resources to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
100
Assessment evidence:
Samples of activities, resources, learning checks or assessment used during the session.
Assessment criteria 3.1 and 3.2:
Learners reflect on their own approaches to delivering inclusive learning and teaching, identifying areas for improvement.
Assessment evidence
Summative personal statement and action plan.
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Rogers J — Adults Learning, 5th Edition (Open University Press, 2007) ISBN 9780335206773
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
101
Unit 12: Using Inclusive Learning and Teaching Approaches in Lifelong Learning (Level 4)
Unit reference number: R/503/1238
QCF level: 4
Unit type: Professional
Credit value: 3
Guided learning hours: 12
Unit aim
The aim of this unit is to enable learners to plan and deliver an inclusive learning and teaching session. The unit requires learners to deliver a micro-teaching session and evaluate their own delivery practice.
The unit focuses on using the learning cycle to provide a basic framework linking theory with practice when planning a learning session. Learners will have an opportunity to use their knowledge and understanding to develop, plan, deliver and evaluate a micro-teaching session. Tutors are encouraged to reinforce the links between this unit and other units. Justification for the selected approaches to delivery will be expected.
Learners will have the opportunity to deliver and evaluate their session plan. They will be expected to demonstrate inclusive teaching and learning, using appropriate resources. Assessment will take place to gauge learner effectiveness in engaging and motivating students. The session will enable learners to appreciate effective ways to communicate with their own students and receive constructive feedback.
Learners will evaluate their own practice in the light of underpinning theories and principles. Evaluation is integral to both personal and professional practice in achieving the standards required for a practising teacher, tutor or trainer and draws on all of the units.
Assessment requirements
There is no requirement to undertake practice for this unit other than as micro-teaching for assessment purposes. Each learner must deliver at least one 15- minute micro-teaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, learners can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other learners.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
In o
rder
to p
ass
this
unit,
the
evid
ence
that
the
lear
ner
pre
sents
for
asse
ssm
ent
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g
outc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia d
eter
min
e th
e st
andar
d r
equired
to a
chie
ve t
he
unit.
On
co
mp
leti
on
of
this
un
it a
learn
er
can
:
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd
teac
hin
g t
hat
mee
ts t
he
nee
ds
of
lear
ner
s
□
Aim
s an
d o
bje
ctiv
es,
eg s
pec
ific
, ac
hie
vable
, re
alis
tic,
lev
el,
subje
ct r
equirem
ents
; le
arnin
g c
ycle
, eg
tim
ings,
ran
ge
of
met
hods,
var
ied lea
rnin
g a
ctiv
itie
s, r
esourc
es,
funct
ional
ski
lls,
asse
ssm
ent
opport
unitie
s.
□
Tea
chin
g,
eg t
uto
r-le
d,
pre
senta
tion,
dis
cuss
ion,
pra
ctic
al,
rese
arch
, fiel
dw
ork
, dis
tance
or
ble
nded
lea
rnin
g,
ILT (
info
rmat
ion
and lea
rnin
g t
echnolo
gy)
.
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to
mee
t th
e nee
ds
of
lear
ner
s □
Spec
ialis
t re
quirem
ents
, eg
subje
ct c
onte
nt,
know
ledge,
under
stan
din
g,
skill
s.
□
Lear
nin
g c
ycle
, eg
exp
erie
ntial
, ex
per
imen
tation,
concr
ete
exper
ience
, re
flec
tive
obse
rvat
ion,
abst
ract
conce
ptu
alis
atio
n.
□
Lear
nin
g s
tyle
s, e
g a
ctiv
ist,
ref
lect
or,
theo
rist
, pra
gm
atis
t;
incl
usi
ve,
eg a
cces
s, d
iffe
rentiat
ed.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
emonst
rate
incl
usi
ve lea
rnin
g
and t
each
ing a
ppro
aches
to
engag
e an
d m
otiva
te lea
rner
s
□
Engag
e an
d m
otiva
te s
tuden
ts,
eg v
alid
, in
form
ativ
e, s
tim
ula
ting,
studen
t-ce
ntr
ed,
equal
ity
of
opport
unity,
diffe
rentiat
ed,
rew
ardin
g.
□
Incl
usi
ve a
ppro
aches
, eg
var
ied a
nd f
lexi
ble
appro
aches
, ac
tive
le
arnin
g,
ble
nded
lea
rnin
g,
use
of
ICT,
pee
r w
ork
ing,
smal
l or
larg
e gro
up a
ctiv
itie
s, indep
enden
t direc
ted r
esea
rch.
2.2
D
emonst
rate
the
use
of
appro
priat
e re
sourc
es t
o s
upport
in
clusi
ve lea
rnin
g a
nd t
each
ing
□
Spec
ialis
t ar
ea r
equirem
ents
, eg
spec
ialis
t re
sourc
es,
acco
mm
odat
ion,
equip
men
t; p
ract
ical
ity,
eg s
uitab
ility
, ad
apta
bili
ty,
flex
ibili
ty,
tech
nic
al iss
ues
, fit
for
purp
ose
, in
clusi
ve.
□
Des
ign,
eg a
ppro
priat
e to
stu
den
t nee
ds,
lan
guag
e, s
tyle
, qual
ity,
quan
tity
, IC
T,
incl
usi
ve,
adap
table
, re
-use
able
.
2.3
U
se a
sses
smen
t m
ethods
to
support
lea
rnin
g a
nd t
each
ing
□
Purp
ose
, eg
mee
ting n
eeds
of
studen
ts a
nd s
essi
on a
ims,
subje
ct
conte
nt,
chec
king lea
rnin
g,
suits
purp
ose
of
sess
ion,
outc
om
es.
□
Met
hods,
eg f
orm
al,
info
rmal
, in
tern
al,
exte
rnal
, as
signm
ent,
pro
ject
, ex
am,
feed
bac
k, q
ues
tion a
nd a
nsw
er.
□
Appro
priat
enes
s, e
g s
kills
, kn
ow
ledge
or
under
stan
din
g,
tim
ely,
su
itab
le,
opport
unitie
s to
giv
e st
uden
ts f
eedbac
k.
2.4
Com
munic
ate
with lea
rner
s to
m
eet
thei
r nee
ds
and a
id t
hei
r under
stan
din
g
□
Appro
ach,
eg v
oca
bula
ry,
leve
l, s
ubje
ct m
atte
r (t
echnic
al
languag
e),
pac
e, v
erbal
and n
on-v
erbal
, body
languag
e, t
wo-w
ay
pro
cess
, aw
aren
ess
of
bar
rier
s, jar
gon.
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.5
Pr
ovi
de
const
ruct
ive
feed
bac
k to
le
arner
s □
Feed
bac
k, e
g q
ues
tion a
nd a
nsw
er,
tuto
rial
, w
ritt
en,
spoke
n,
gro
up,
indiv
idual
.
□
Const
ruct
ive,
eg P
CP (
pra
ise,
critici
sm,
pra
ise)
, va
ried
, sp
ecific
, goal
-orien
tate
d,
appro
priat
e.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Rev
iew
ow
n a
ppro
aches
to
del
iver
ing incl
usi
ve lea
rnin
g a
nd
teac
hin
g
□
Eva
luat
ion,
eg t
uto
r obse
rvat
ion,
studen
t fe
edbac
k, s
elf-
asse
ssm
ent,
str
ength
s, n
eeds,
opport
unitie
s, t
hre
ats.
□
Purp
ose
ful, e
g d
eliv
ery,
subje
ct r
equirem
ents
, st
uden
t nee
ds,
in
clusi
on,
diffe
rentiat
ion.
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Anal
yse
how
ow
n incl
usi
ve
lear
nin
g a
nd t
each
ing p
ract
ice
can
be
impro
ved t
o m
eet
the
nee
ds
of
lear
ner
s
□
Impro
vem
ent,
eg a
lter
nat
ive
appro
aches
, IL
P (i
ndiv
idual
lea
rnin
g
pla
n),
per
sonal
act
ion p
lan,
CPD
(co
ntinuin
g p
rofe
ssio
nal
dev
elopm
ent)
, SAR (
Sel
f Ass
essm
ent
Rev
iew
).
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
105
Information for tutors
Delivery
If learners are not currently involved in teaching or training, it is necessary to create an opportunity for them to deliver learning and teaching through a micro-teaching session. In this context, the learning group becomes the teaching group for a peer-teaching session.
Learners currently in a teaching or training role could also deliver a micro-teaching session as this will give them the opportunity to review their time-management skills. It also provides a safe environment in which to try different approaches. Examples could include individual micro-teaching on specific aspects of roles or responsibilities, selected theories of learning, or specific context-related assessment methods. The micro-teaching requirements are detailed in the Assessment requirements section of this unit.
The purpose of the micro-teach is to give learners the opportunity to:
use a range of inclusive learning and teaching techniques
use relevant resources
use appropriate approaches to assessment in order to check learning
get feedback from an experienced tutor (and from learners,where appropriate)
gain teaching experience and evaluate skills
provide evidence in order to evaluate own practice.
The lesson observation must be accompanied by individual reflection and action plans for further development. There is also a requirement for tutor observation feedback in order to advise learners of their strengths and areas for improvement.
An observation feedback pro forma is available in Annexe F of this specification document.
It is recommended that learners observe other learners and their tutors before they complete their assignments. This practice provides an opportunity to appreciate different approaches in different contexts.
If it is not possible to offer a micro-teaching session for learners who are already teaching, then formal feedback from at least one teaching practice could be used as the basis of the assessment. Feedback from the learning group should also be collected to support the reflection and evaluation of the session. To allow learners to reflect on alternative approaches, the learning group should observe at least one experienced teacher. This could replace observation of peers.
This practical unit is designed to be delivered alongside the PTLLS unit, Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4). Tutors are advised not to over-teach this unit. It is recommended that the evaluation draws heavily on all units for assessment evidence.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
106
Learning activities
The learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor presentations, small-group activities, whole-group activities, individual activities and teaching practice.
The relationship between the units in the PTLLS qualification should be highlighted in order to demonstrate ways that the assignments, activities and assessment evidence can be related to more than one unit.
Introduction to unit
An appropriate amount of time must be given to explaining the requirements of the micro-teaching or teaching practice and relating this to the assessment criteria and other units. (See sample micro-teach assignment in Annexe E.)
Learning outcome 1:
Tutor presentation on planning an inclusive learning and teaching session to cover required skills for the following areas: identifying nature of group/student needs, level, syllabus/curriculum requirements, selection of topic, time management, teaching method, learning activities, resources, opportunities for functional skills, assessment opportunities.
With tutor and peer support, learners select a topic and develop a plan, resources and assessment. This should take place in a secure environment with possibilities to discuss ideas with peers and tutor using the supplied pro forma (see Annexes section of this specification document). This could be followed by an individual written activity where learners justify their choice of approaches to reflect the needs of the subject and students.
Tutor-led discussion to review the principles of observation; this should establish how the inclusive teaching and learning session will be assessed.
Learning outcome 2:
Teaching practice (micro-teach): each learner has 30 minutes to set up and deliver a micro-teaching session, summarise and obtain student feedback. Each learner then observes the rest of the learning group micro-teaching. The size of each group will depend on the number of learners and tutor-observers and the time and resources available.
Learning outcome 3:
Once micro-teaching is complete, all learners evaluate their own practice and that of others. Learning should be examined in relation to the underpinning knowledge. Learners should have as many opportunities for reflection as possible; this is essential for developing and improving practice.
Tutors gather student evaluation of course and written feedback for use in course review, followed by tutor presentation on possible progression routes for learners on successful completion of the qualification.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
107
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The overall assessment strategy for this unit focuses on the application of essential skills, knowledge and understanding in a practical teaching context. Learners’ teaching activities should be based on appropriate, realistic and practical situations, and should reflect an appropriate range of professional practice and assessment strategies. Evidence can include:
a lesson plan completed to indicate needs, timings, teaching methods, learning activities, resources and assessment opportunities
teaching materials, such as slideshow presentations, overhead transparencies, subject-specific items, handouts
tutor observation of performance, for example teaching or micro-teach observation pro forma
peer assessment — feedback on performance, skills of feedback and communication from either teaching practice or micro-teaching, for example observation pro forma
learner self-assessment through reflection — where learners evaluate and analyse their own practice, skills and knowledge, producing action plans for further development.
Additional assessment evidence can include: witness statements, awarding body specifications, additional session plans/schemes of work, additional materials to support session planning, specific materials relating to key/basic/essential skills/core curriculum, additional examples of assessment activities.
Extended writing, referencing and other aspects of a Level 4 standard should be evidenced through other units in the PTLLS qualifications: Unit 7: Roles, Responsibilities and Relationships in Lifelong Learning (Level 4) and Unit 9: Understanding Inclusive Learning and Teaching in Lifelong Learning (Level 4).
Whilst each programme of suggested activities can stand alone, they can also be combined at Level 3 to create a single reflective record, with supporting learning and teaching materials. At Level 4 they can provide the basis of three essay-style activities, with supporting learning and teaching and additional research materials.
Assessment activities
Below are some suggested assessment activities that cover the assessment criteria. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Assessment criteria 1.1 and 1.2:
Learners undertake a micro-teach assignment and use personal learning logs (see Annexe D of this specification document). They should ensure they can justify the selection of approaches and include planning for any relevant assessment methods.
Assessment evidence:
Session plan, assessor observation and feedback and peer feedback.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
108
Assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5:
As part of the micro-teach, learners show they can apply approaches and use resources and assessment methods to meet student needs. They will also communicate with students and provide constructive feedback in a way that meets their students’ needs.
Assessment evidence:
Samples of activities, resources, learning checks or assessment used during the session.
Assessment criteria 3.1 and 3.2:
Learners reflect on their own approaches to delivering inclusive learning and teaching, analysing how their practice can be improved to meet student needs.
Assessment evidence
Summative personal statement and action plan.
Indicative resource materials
Textbooks
Armitage A et al — Teaching and Training in Post-Compulsory Education, 3rd Edition (Open University Press, 2007) ISBN 9780335222674
Marshall B — Preparing to Teach in the Lifelong Learning Sector BTEC Level 3 (Pearson, 2007) ISBN 9781846900242
Petty G — Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J — Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R — Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement — FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.lsis.org.uk Learning and Skills Improvement Service (LSIS)
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
109
12 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Edexcel: www.edexcel.com/contactus
BTEC: www.btec.co.uk/contactus
Work-based learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Edexcel Equality Policy
Edexcel Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually)
Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx
Additional resources
If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.
Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
110
13 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 learner-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.
BTEC training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training
Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
1
An
nexe A
Pro
gre
ssio
n o
pp
ort
un
itie
s
Thes
e ar
e ex
ample
s of
pro
gre
ssio
n o
pport
unitie
s to
oth
er E
dex
cel qual
ific
atio
ns
within
the
Tea
chin
g a
nd L
earn
ing s
ecto
r.
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
Ed
exce
l Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
Ed
exce
l S
peci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
7
Edex
cel D
iplo
ma
in t
he
Man
agem
ent
of
Ass
essm
ent
(QCF)
6
5
Edex
cel D
iplo
ma
in T
each
ing in
the
Life
long L
earn
ing S
ecto
r (Q
CF)
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
2
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
Ed
exce
l Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
Ed
exce
l S
peci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
4
Cer
tifica
te in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
Aw
ard in U
nder
stan
din
g t
he
Inte
rnal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and
Prac
tice
(Q
CF)
Aw
ard in t
he
Inte
rnal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and P
ract
ice
(QCF)
Cer
tifica
te in L
eadin
g t
he
Inte
rnal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and
Prac
tice
(Q
CF)
Aw
ard in U
nder
stan
din
g t
he
Ext
ernal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and
Prac
tice
(Q
CF)
Aw
ard in t
he
Ext
ernal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and P
ract
ice
(QCF)
Cer
tifica
te in L
eadin
g t
he
Ext
ernal
Qual
ity
Ass
ura
nce
of
Ass
essm
ent
Proce
sses
and
Prac
tice
(Q
CF)
Aw
ard in L
earn
ing a
nd
Dev
elopm
ent
(QCF)
Dip
lom
a in
Lea
rnin
g a
nd
Dev
elopm
ent
(QCF)
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
3
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
Ed
exce
l Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
Ed
exce
l S
peci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
3
Aw
ard,
Cer
tifica
te,
Dip
lom
a in
Support
ing T
each
ing a
nd
Lear
nin
g in S
chools
(Q
CF)
Cer
tifica
te in T
each
ing in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
Aw
ard in U
nder
stan
din
g t
he
Prin
ciple
s an
d P
ract
ices
of
Ass
essm
ent
(QCF)
Aw
ard in A
sses
sing
Com
pet
ence
in t
he
Work
Envi
ronm
ent
(QCF)
Aw
ard in A
sses
sing
Voca
tional
ly R
elat
ed
Ach
ieve
men
t (Q
CF)
Cer
tifica
te in A
sses
sing
Voca
tional
Ach
ieve
men
t (Q
CF)
2
Aw
ard in S
upport
Work
for
Sch
ools
(Q
CF)
Cer
tifica
te in S
upport
ing
Tea
chin
g a
nd L
earn
ing in
Sch
ools
(Q
CF)
1
En
try
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
4
An
nexe B
Pre
pari
ng
to
Teach
in
th
e L
ifelo
ng
Learn
ing
Sect
or
map
pin
g
New
PTLLS
(1
2 c
red
its)
Un
it 1
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to leg
acy
PTLLS
(6
cre
dit
s)
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
req
uirem
ents
an
d c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and r
esponsi
bili
ties
N
o s
ubst
antive
chan
ge
1.2
Exp
lain
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g
div
ersi
ty
No s
ubst
antive
chan
ge
to 1
.4 a
par
t fr
om
dro
ppin
g incl
usi
on
1.3
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in lifel
ong lea
rnin
g
No s
ubst
antive
chan
ge
1.4
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in iden
tify
ing a
nd m
eeting
the
nee
ds
of
lear
ner
s Ref
inin
g r
ole
s an
d r
esponsi
bili
ties
fro
m leg
acy
1.1
2.1
Exp
lain
the
boundar
ies
bet
wee
n t
he
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s Ref
inem
ent
of
legac
y 1.1
2.2
D
escr
ibe
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s N
o s
ubst
antive
chan
ge
2.3
Sum
mar
ise
ow
n r
esponsi
bili
ties
in r
elat
ion t
o o
ther
pro
fess
ional
s Ref
inem
ent
of
legac
y 1.1
with a
dditio
n o
f ‘o
ther
pro
fess
ional
s’
3.1
Exp
lain
ow
n r
esponsi
bili
ties
in m
ainta
inin
g a
saf
e an
d
support
ive
lear
nin
g e
nvi
ronm
ent
New
– e
xpan
din
g incl
usi
on
3.2
Exp
lain
way
s to
pro
mote
appro
priat
e beh
avio
ur
and r
espec
t fo
r oth
ers
Split
of
legac
y 4.1
with ‘gro
und r
ule
s’ n
ow
as
new
Unit 2
ac3
.2
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
5
New
PTLLS
(1
2 c
red
its)
Un
it 2
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to leg
acy
PTLLS
(6
cre
dit
s)
1.1
Sum
mar
ise
lear
nin
g a
nd t
each
ing s
trat
egie
s use
d in o
wn
spec
ialis
m
No s
ubst
antive
chan
ge
to leg
acy
2.1
apar
t fr
om
rem
ova
l of
‘adap
t’ a
nd ‘use
’.
1.2
Exp
lain
how
appro
aches
to lea
rnin
g a
nd t
each
ing in o
wn
spec
ialis
m m
eet
the
nee
ds
of
lear
ner
s N
o s
ubst
antive
chan
ge
1.3
D
escr
ibe
aspec
ts o
f in
clusi
ve lea
rnin
g
No s
ubst
antive
chan
ge
2.1
Exp
lain
how
to s
elec
t in
clusi
ve lea
rnin
g a
nd t
each
ing
tech
niq
ues
N
o s
ubst
antive
chan
ge
2.2
Exp
lain
how
to s
elec
t re
sourc
es t
hat
mee
t th
e nee
ds
of
lear
ner
s N
o s
ubst
antive
chan
ge
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at m
eet
the
nee
ds
of
lear
ner
s N
ew d
evel
opm
ent
of
det
ail
2.4
Exp
lain
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctic
e th
eir
liter
acy,
lan
guag
e, n
um
erac
y an
d I
CT s
kills
N
o s
ubst
antive
chan
ge
3.1
Exp
lain
way
s to
engag
e an
d m
otiv
ate
lear
ner
s in
an incl
usi
ve
lear
nin
g e
nvi
ronm
ent
No s
ubst
antive
chan
ge
3.2
Sum
mar
ise
way
s to
est
ablis
h g
round r
ule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
No s
ubst
antive
chan
ge
but
split
to p
rovi
de
new
3.2
.
3.3
Exp
lain
way
s to
giv
e co
nst
ruct
ive
feed
bac
k th
at m
otiva
tes
lear
ner
s M
inor
chan
ge
to leg
acy
4.3
to incl
ude
‘motiva
te lea
rner
s’.
BA033574 –
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6
New
PTLLS
Un
it 3
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to leg
acy
PTLLS
(6
cre
dit
s)
1.1
Exp
lain
the
types
of
asse
ssm
ent
use
d in lifel
ong lea
rnin
g
No s
ubst
antive
chan
ge
1.2
Exp
lain
the
use
of
met
hods
of as
sess
men
t in
lifel
ong lea
rnin
g
1.3
Com
par
e th
e st
rength
s an
d lim
itat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
lea
rner
nee
ds
Chan
ge
to leg
acy
5.2
to incl
ude
spec
ific
s of
met
hods
and
stre
ngth
s/w
eakn
esse
s an
d d
rop o
f re
fere
nce
to initia
l as
sess
men
t
2.1
Exp
lain
way
s to
invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
N
ew c
onte
nt
on e
xpan
din
g a
sses
smen
t
2.2
Exp
lain
the
role
of
pee
r an
d s
elf-
asse
ssm
ent
in t
he
asse
ssm
ent
pro
cess
N
ew c
onte
nt
on e
xpan
din
g a
sses
smen
t
3.1
Exp
lain
the
nee
d f
or
keep
ing r
ecord
s of as
sess
men
t of
lear
nin
g
Chan
ge
to leg
acy
1.5
and 5
.3 a
nd s
plit
to n
eed a
nd r
equirem
ents
of
org
anis
atio
n
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in a
n o
rgan
isat
ion
New
conte
nt
on e
xpan
din
g a
sses
smen
t
BA033574 –
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ards
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nin
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ecto
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tem
ber
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rson E
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imited
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11
7
New
PTLLS
Un
it 4
Ass
ess
men
t cr
iteri
a
Ch
an
ges
to leg
acy
PTLLS
(6
cre
dit
s)
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd t
each
ing t
hat
mee
ts t
he
nee
ds
of
lear
ner
s N
o s
ubst
antive
chan
ge
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to m
eet
the
nee
ds
of
lear
ner
s N
ew b
ut
adap
ting leg
acy
2.1
1.3
Pl
an a
sses
smen
t m
ethods
to m
eet
the
nee
ds
of
lear
ner
s N
ew b
ut
adap
ting leg
acy
2.1
2.1
Apply
lea
rnin
g a
nd t
each
ing a
ppro
aches
to m
eet
the
nee
ds
of
lear
ner
s
2.2
U
se r
esourc
es t
o m
eet
the
nee
ds
of
lear
ner
s
Ref
inem
ent
of
legac
y 4.2
into
spec
ific
s
2.3
Com
munic
ate
with lea
rner
s to
mee
t th
eir
nee
ds
and a
id t
hei
r under
stan
din
g
No s
ubst
antive
chan
ge
2.4
Pr
ovi
de
const
ruct
ive
feed
bac
k to
lea
rner
s N
o s
ubst
antive
chan
ge
3.1
Ref
lect
on o
wn a
ppro
aches
to d
eliv
erin
g incl
usi
ve lea
rnin
g a
nd
teac
hin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
ract
ice
No s
ubst
antive
chan
ge
BA033574 –
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Edex
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Aw
ards
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each
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Life
long
Lear
nin
g S
ecto
r (Q
CF)
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tem
ber
2012 ©
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rson E
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8
An
nexe C
Un
it m
ap
pin
g o
verv
iew
Legac
y qual
ific
atio
ns
(spec
ific
atio
n e
nd d
ate
31/1
2/2
011)
Edex
cel BTEC L
evel
3 A
war
d in P
repar
ing t
o T
each
in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
500/1
514/X
Edex
cel BTEC L
evel
4 A
war
d in P
repar
ing t
o T
each
in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
500/2
056/0
New
qual
ific
atio
ns
(spec
ific
atio
n s
tart
dat
e 01/1
0/2
011)
Edex
cel Le
vel 3 A
war
d I
n P
repar
ing t
o T
each
in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
600/2
774/5
Edex
cel Le
vel 4 A
war
d I
n P
repar
ing t
o T
each
in t
he
Life
long L
earn
ing S
ecto
r (Q
CF)
600/2
771/X
Leg
acy
un
its
AC
1.1
AC
1.2
AC
1.3
AC
1.4
AC
1.5
AC
2.1
AC
2.2
AC
2.3
AC
3.1
AC
3.2
AC
3.3
AC
4.1
AC
4.2
AC
4.3
AC
4.4
AC
4.5
AC
4.6
AC
5.1
AC
5.2
AC
5.3
AC
1.1
F
AC
1.2
F
AC
1.3
F
AC
1.4
X
AC
2.1
F
AC
2.2
F
AC
2.3
X
AC
3.1
X
Unit 1
AC
3.2
P
AC
1.1
F
AC
1.2
F
AC
1.3
P
AC
2.1
P
New units
Unit 2
AC
2.2
F
BA033574 –
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Edex
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Life
long
Lear
nin
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ecto
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CF)
– I
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tem
ber
2012 ©
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rson E
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9
Leg
acy
un
its
AC
1.1
AC
1.2
AC
1.3
AC
1.4
AC
1.5
AC
2.1
AC
2.2
AC
2.3
AC
3.1
AC
3.2
AC
3.3
AC
4.1
AC
4.2
AC
4.3
AC
4.4
AC
4.5
AC
4.6
AC
5.1
AC
5.2
AC
5.3
AC
2.3
X
AC
2.4
P
AC
3.1
P
AC
3.2
F
Unit 2
AC
3.3
P
AC
1.1
P
AC
1.2
P
AC
1.3
X
AC
2.1
X
AC
2.2
X
AC
3.1
F
P
Unit 3
AC
3.2
X
AC
1.1
F
AC
1.2
P
AC
1.3
P
AC
2.1
F
AC
2.2
P
AC
2.3
F
AC
2.4
F
AC
3.1
F
New units
Unit 4
AC
3.2
F
KEY
: P
– P
artial
map
pin
g (
som
e to
pic
s fr
om
the
legac
y unit a
ppea
r in
the
new
unit)
F – F
ull
map
pin
g (
topic
s in
leg
acy
unit m
atch
new
unit e
xact
ly o
r al
most
exa
ctly
)
X –
Full
map
pin
g +
new
(al
l th
e to
pic
s fr
om
the
legac
y unit a
ppea
r in
the
new
unit,
but
new
unit a
lso c
onta
ins
new
topic
(s))
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
120
Annexe D
Personal Learning Log document
*Centre name/logo
Preparing to Teach in the Lifelong Learning Sector
PERSONAL LEARNING LOG
Unit 6 and Unit 7
Roles, Responsibilities and Relationships in Lifelong Learning (Level 3 and Level 4)
Name: Registration number:
Candidate signature:
Date completed:
Tutor signature: Date completed:
The purpose of this personal learning log (PLL) is to help structure the reflective process and gather evidence that can be used for the assessment of this unit at appropriate stages of learning. This means that both learning and assessment are ongoing and linked in a way that allows you to follow your progress throughout. You can keep account of progress using this form.
Tasks may be linked to directed individual study or group activities. This gives you a better understanding of the variety of learning and teaching that makes up lifelong learning, as well as the opportunity to draw on the experiences of others. The majority of your evidence will be collected and recorded during learning activities.
It is important that you carry out all directed activities as soon as possible after they are set. This means you will cover any background reading in plenty of time and this will help your understanding of underpinning principles and keep up with class activities (as well as build up evidence towards assessment). Ensure clear referencing, using the Harvard Referencing system. Materials gathered during individual research should be included as a part of your learning log only when it is clear that you have made use of the information, possibly where you have highlighted key information or made your own notes alongside text. Any materials included must also clearly show the source of the information such as website details (with date accessed), reference to books, magazines or newspapers as appropriate.
Note: The space allocated to each PLL entry should NOT be taken as an indicator of how much written work is required to address the issues raised by the guidance.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
121
PERSONAL LEARNING LOG – entry 1
Responsibility for promoting equality and valuing diversity (AC 1.2)
Reason Promoting and valuing
For example, inclusion
For example, engaging all learners in the learning process and their own learning
Points of referral to meet the needs of learners (AC 2.2)
For example, through the use of additional, specialised learning support, specialised materials or equipment
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
122
Referral for meeting the potential needs of learners
It is important to recognise the different needs of your potential learners and how to make the most of the resources available to you to help address those needs. There are possible sources of referral within an organisation but also through negotiation with other agencies.
Where to refer your learners
Possible/potential needs
Possible/intended outcomes
Example 1
Example 2
Example 3
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
123
PERSONAL LEARNING LOG – entry 2
What makes a safe learning environment? (AC 3.1)
How do you maintain a safe learning environment? (AC 3.1)
What methods can you use to promote appropriate behaviour amongst your learners? (AC 3.2)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Principles behind the need for a safe and supportive learning environment to promote learning (AC 3.1)
Background reading and other sources
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
125
Key learning from this unit
Areas to find out more about
What I need to do next to improve my own practice
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
126
PERSONAL LEARNING LOG – entry 2
Outcome of individual research into legislation, regulatory requirements and codes of practice relating to own role and responsibilities (or potential role and responsibilities)
(AC 1.1)
Research Source of evidence and date accessed
Notes
Summary of responsibilities – an awareness of the legislation and how you see its relevance to your own role (AC 1.1)
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
127
Requirements Relevance to own practice
Health and safety
Equality Act 2010
Equal opportunity policy
Child Protection Acts
Data Protection Acts
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Requirements Relevance to own practice
Other legislation or regulations,
eg awarding organisation, vocational or professional requirements
Organisation policies and procedures
Codes of practice
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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PERSONAL LEARNING LOG – entry 3
Own role/s in lifelong learning (AC 1.3)
Own responsibilities in lifelong learning (AC 1.3)
Responsibilities To whom?
Key issues identified relating to practice
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
130
RESPONSIBILITIES RELATING TO LEARNERS’ NEEDS
Learners’ needs (AC 1.4)
Identifying needs Meeting needs
Physical needs,
general or specific
Learning needs or styles
Knowledge, specialist or Functional Skills needs
Skill needs, specialist or generic
Group, social or emotional needs
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
131
Principles to explain why it is so important to identify and meet learners’ needs in lifelong learning (AC 1.4)
Background reading and other sources
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
132
PERSONAL LEARNING LOG – entry 4
Boundaries between teaching role and other professional roles (AC 2.1)
Teaching role as set out in job description
Organisation policies defining role boundaries
Personal boundaries
Relationship boundaries
Responsibility boundaries
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
133
Own responsibilities in relation to other professionals (AC 2.3)
Internal to organisation
External to organisation
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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Annexe E
(Sample) Micro-teach assignment Delivery of a micro-teach session on a new subject
As part of your teacher training you are expected to give a micro-teach on a subject you have not delivered before. This could be a hobby or personal interest, the choice is yours. Topics chosen have included making cards, a favourite book or film, yoga....However, what is important is that you have some knowledge and confidence with the topic, so that you can concentrate on the actual presenting, teaching and learning.
The purposes of the micro-teach are to:
gain experience of time management, managing learning and learners
use a range of teaching and learning activities in a safe environment
allow for feedback from an experienced tutor and/or peers, and
provide an opportunity for reflection and evaluation of own practice and performance.
Using the micro-teach for those with current teaching practice allows an opportunity to try something different as well as helping with time management.
To teach effectively it is important to work through the stages of preparing and planning, delivering and evaluating in order to develop own professional practice.
1 Preparing and planning the 15-minute micro-teach session
Use evidence gathered beforehand, informed by all PTLLS units, to identify your specific subject content and learners’ needs for your micro-teaching session. You MUST base your planning on appropriate time management within the time allowed so you do not try to do too much in the limited time.
Setting up for the micro-teach = 5 minutes
Delivering the micro-teach = 15 minutes
Evaluation feedback from learners = 10 minutes
Micro-teach session = 30 minutes total
Use this information to decide the aim (what you want to achieve) and objectives (what you want your learners to be able to do) for your micro-teach session plan.
Use your knowledge of your selected topic and your learners to select a number of appropriate teaching methods and learning activities for your micro-teach session plan
Identify on the plan at least one opportunity to use an appropriate assessment method to check learning, during the session.
2 Delivering the 15-minute micro-teach session
Deliver your topic to your group using the prepared session plan – making sure to communicate effectively and appropriately with individual students and demonstrate good practice in giving feedback to learners.
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
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3 Evaluating the micro-teach and developing own practice
As soon as possible following the session complete the session evaluation section of the lesson plan and use it when completing the personal learning log evaluation – which should include a review of the session based on the observation feedback from the tutor-observer and learner feedback.
4 Evaluating the micro-teaching of others
Complete an observation form for each observed micro-teach session, provide feedback to peers and use this information when evaluating your own approaches in order to identify possible ways to improve or develop your own practice.
Evidence from the micro-teach session should be put together as a portfolio and should include notes on:
an outline of the learning group — including issues of differentiation, specific considerations, eg health and safety
session plan — indicating topic/content, aims/objectives, teaching methods, learning activities, resources, learning checks
samples of activities/resources used during the session
samples of learning checks/assessment
feedback from tutor/ peers
personal session evaluation (This should be brief notes to provide reminder for more detailed evaluation).
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
136
Sample PTLLS session plan pro forma
15-minute micro-teaching session plan
Learner name:
Observer name:
Learning Group:
Date:
Location: Session No:
Resources necessary for session Needs for differentiation
Skills development opportunities
Timing Topic/ Content knowledge/ skills
Teacher activities
Learning activities Learning checks
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
137
Timing Topic/ Content Knowledge/skills
Teacher activities
Learning activities Learning checks
Self-evaluation
Issues arising:
Strengths:
Possible changes/alternative approaches/ICT opportunities:
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
138
Annexe F
Micro-teach observation feedback form
Preparing to Teach in the Lifelong Learning Sector
Micro-teach observation feedback
Learner name: Date of observation:
Session: Length of session:
Observer name: Number in session:
Objectives Excellent Good Satisfactory Development needed
Teacher plans effectively and sets clear objectives that are understood
Teacher demonstrates good subject knowledge and understanding
Teaching methods used enable all learners to learn effectively
Students are well managed and appropriate standards of behaviour are maintained
Students achieve productive outcomes
Teacher makes effective use of time and resources
BA033574 – Specification – Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) – Issue 2 – September 2012 © Pearson Education Limited 2012
139
Conclusions and feedback
Strengths
Areas for development
Learner’s comment
Observer’s overall feedback
Observer Name/Responsibilities:
Learner Name/Role:
Learner signature: Date:
Observer signature: Date:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
0
An
nexe G
Po
rtfo
lio
Evid
en
ce R
eco
rdin
g S
heets
Un
it 1
: Faci
lita
te L
earn
ing
an
d D
evelo
pm
en
t in
Gro
up
s (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
purp
ose
s of
gro
up lea
rnin
g a
nd
dev
elopm
ent
1.2
Exp
lain
why
del
iver
y of
lear
nin
g a
nd
dev
elopm
ent
must
ref
lect
gro
up
dyn
amic
s
1.3
Eva
luat
e m
ethods
for
faci
litat
ing lea
rnin
g
and d
evel
opm
ent
to m
eet
the
nee
ds
of
gro
ups
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fac
ilita
ting
lear
nin
g a
nd d
evel
opm
ent
in g
roups
1.5
Exp
lain
how
to o
verc
om
e bar
rier
s to
le
arnin
g in g
roups
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss w
ithin
gro
up lea
rnin
g a
nd
dev
elopm
ent
activi
ties
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.7
Exp
lain
how
to a
dap
t del
iver
y bas
ed o
n
feed
bac
k fr
om
lea
rner
s in
gro
ups
2.1
Cla
rify
fac
ilita
tion m
ethods
with g
roup
mem
ber
s to
mee
t gro
up a
nd indiv
idual
le
arnin
g o
bje
ctiv
es
2.2
Im
ple
men
t le
arnin
g a
nd d
evel
opm
ent
activi
ties
to m
eet
lear
nin
g o
bje
ctiv
es
2
Be
able
to f
acili
tate
le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
2.3
M
anag
e risk
s to
gro
up a
nd indiv
idual
le
arnin
g a
nd d
evel
opm
ent
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
ap
ply
new
know
ledge
and s
kills
in
pra
ctic
al c
onte
xts
3
Be
able
to a
ssis
t gro
ups
to a
pply
new
know
ledge
and s
kills
in
pra
ctic
al c
onte
xts
3.2
Pr
ovi
de
feed
bac
k to
im
pro
ve t
he
applic
atio
n o
f le
arnin
g
4.1
Support
sel
f-ev
aluat
ion b
y le
arner
s
4.2
Rev
iew
indiv
idual
res
ponse
s to
lea
rnin
g
and d
evel
opm
ent
in g
roups
4
Be
able
to a
ssis
t le
arner
s to
ref
lect
on t
hei
r le
arnin
g
and d
evel
opm
ent
under
take
n in
gro
ups
4.3
Ass
ist
lear
ner
s to
iden
tify
thei
r fu
ture
le
arnin
g a
nd d
evel
opm
ent
nee
ds
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
2
Un
it 2
: Faci
lita
te L
earn
ing
an
d D
evelo
pm
en
t fo
r In
div
idu
als
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
purp
ose
s of
one-
to-o
ne
lear
nin
g
and d
evel
opm
ent
1.2
Exp
lain
fac
tors
to b
e co
nsi
der
ed w
hen
fa
cilit
atin
g lea
rnin
g a
nd d
evel
opm
ent
to
mee
t in
div
idual
nee
ds
1.3
Eva
luat
e m
ethods
for
faci
litat
ing lea
rnin
g
and d
evel
opm
ent
to m
eet
the
nee
ds
of
indiv
idual
s
1.4
Exp
lain
how
to m
anag
e risk
s an
d
safe
guar
d indiv
idual
s w
hen
fac
ilita
ting
one-
to-o
ne
lear
nin
g a
nd d
evel
opm
ent
1.5
Exp
lain
how
to o
verc
om
e in
div
idual
bar
rier
s to
lea
rnin
g
1.6
Exp
lain
how
to m
onitor
indiv
idual
lea
rner
pro
gre
ss
1
Under
stan
d
princi
ple
s an
d
pra
ctic
es o
f one-
to-o
ne
lear
nin
g
and d
evel
opm
ent
1.7
Exp
lain
how
to a
dap
t del
iver
y to
mee
t in
div
idual
lea
rner
nee
ds
2.1
Cla
rify
fac
ilita
tion m
ethods
with
indiv
idual
s to
mee
t th
eir
lear
nin
g a
nd/o
r dev
elopm
ent
obje
ctiv
es
2.2
Im
ple
men
t ac
tivi
ties
to m
eet
lear
nin
g
and/o
r dev
elopm
ent
obje
ctiv
es
2
Be
able
to f
acili
tate
one-
to-o
ne
lear
nin
g a
nd
dev
elopm
ent
2.3
M
anag
e risk
s an
d s
afeg
uar
d lea
rner
s par
tici
pat
ing in o
ne-
to-o
ne
lear
nin
g
and/o
r dev
elopm
ent
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
D
evel
op o
pport
unitie
s fo
r in
div
idual
s to
ap
ply
thei
r new
know
ledge
and lea
rnin
g
in p
ract
ical
conte
xts
3
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
apply
ing n
ew
know
ledge
and
skill
s in
pra
ctic
al
conte
xts
3.2
Exp
lain
ben
efits
to indiv
idual
s of
apply
ing
new
know
ledge
and s
kills
4.1
Exp
lain
ben
efits
of
self-e
valu
atio
n t
o
indiv
idual
s
4
Be
able
to a
ssis
t in
div
idual
lea
rner
s in
ref
lect
ing o
n
thei
r le
arnin
g
and/o
r dev
elopm
ent
4.2
Rev
iew
indiv
idual
res
ponse
s to
one-
to-
one
lear
nin
g a
nd/o
r dev
elopm
ent
4.3
Ass
ist
indiv
idual
lea
rner
s to
iden
tify
thei
r fu
ture
lea
rnin
g a
nd/o
r dev
elopm
ent
nee
ds
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
4
Un
it 3
: M
an
ag
e L
earn
ing
an
d D
evelo
pm
en
t in
Gro
up
s (L
evel 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
the
char
acte
rist
ics
of
gro
up
envi
ronm
ents
that
fost
er lea
rnin
g a
nd
dev
elopm
ent
1.2
Eva
luat
e st
rate
gie
s to
man
age
gro
up
beh
avio
ur
and d
ynam
ics
1.3
Eva
luat
e m
anag
emen
t te
chniq
ues
whic
h
faci
litat
e th
e del
iver
y of
lear
nin
g a
nd
dev
elopm
ent
in g
roups
1.4
Anal
yse
way
s to
invo
lve
lear
ner
s in
the
man
agem
ent
of
thei
r ow
n lea
rnin
g a
nd
dev
elopm
ent
in g
roups
1.5
Anal
yse
risk
s to
be
consi
der
ed w
hen
m
anag
ing lea
rnin
g a
nd d
evel
opm
ent
in
gro
ups
1
Under
stan
d t
he
princi
ple
s an
d
pra
ctic
es o
f m
anag
ing lea
rnin
g
and d
evel
opm
ent
in g
roups
1.6
Exp
lain
how
to m
anag
e bar
rier
s to
in
div
idual
lea
rnin
g in g
roups
2.1
Fa
cilit
ate
com
munic
atio
n,
colla
bora
tion
and lea
rnin
g b
etw
een g
roup m
ember
s
2
Be
able
to m
anag
e gro
up lea
rnin
g a
nd
dev
elopm
ent
envi
ronm
ents
2.2
U
se m
otiva
tional
met
hods
to e
ngag
e th
e gro
up a
nd its
indiv
idual
mem
ber
s in
the
lear
nin
g a
nd d
evel
opm
ent
pro
cess
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
2.3
Consu
lt w
ith g
roup m
ember
s to
adap
t th
eir
lear
nin
g a
nd d
evel
opm
ent
envi
ronm
ents
to im
pro
ve t
hei
r le
arnin
g
outc
om
es
2.4
M
anag
e th
e risk
s as
soci
ated
with g
roup
lear
nin
g a
nd d
evel
opm
ent
3.1
In
volv
e le
arner
s in
agre
eing g
roup
lear
nin
g a
nd d
evel
opm
ent
obje
ctiv
es
3
Be
able
to a
pply
m
ethodolo
gie
s to
m
anag
e le
arnin
g
and d
evel
opm
ent
in g
roups
3.2
Adap
t an
d im
ple
men
t del
iver
y m
ethods,
ac
tivi
ties
and r
esourc
es t
o m
eet
the
lear
nin
g a
nd d
evel
opm
ent
obje
ctiv
es o
f th
e gro
up
3.3
M
anag
e gro
up lea
rnin
g s
trat
egie
s an
d
del
iver
y m
ethods
to r
efle
ct c
han
gin
g
requirem
ents
3.4
Pro
vide
indiv
idual
advi
ce t
o lea
rner
s to
as
sist
thei
r dec
isio
n-m
akin
g a
bout
futu
re
lear
nin
g n
eeds
4.1
Support
lea
rner
s’ r
ights
in r
elat
ion t
o
equal
ity,
div
ersi
ty a
nd incl
usi
on
4.2
M
inim
ise
risk
s to
saf
ety,
hea
lth,
wel
lbei
ng
and s
ecurity
of
lear
ner
s
4.3
M
anag
e co
nfiden
tial
ity
in r
elat
ion t
o
lear
ner
s an
d t
he
org
anis
atio
n
4
Be
able
to m
anag
e le
arnin
g a
nd
dev
elopm
ent
in
gro
ups
to c
om
ply
w
ith leg
al a
nd
org
anis
atio
nal
re
quirem
ents
4.4
M
ainta
in lea
rnin
g a
nd d
evel
opm
ent
reco
rds
in a
ccord
ance
with o
rgan
isat
ional
pro
cedure
s
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
6
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
7
Un
it 4
: P
rin
cip
les
of
Ass
ess
men
t in
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
types
of
asse
ssm
ent
use
d in
lifel
ong lea
rnin
g
1.2
Exp
lain
the
use
of
met
hods
of
asse
ssm
ent
in lifel
ong lea
rnin
g
1
Under
stan
d t
ypes
an
d m
ethods
of
asse
ssm
ent
use
d
in lifel
ong lea
rnin
g
1.3
Com
par
e th
e st
rength
s an
d lim
itat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
2.1
Exp
lain
way
s to
invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
2
Under
stan
d w
ays
to invo
lve
lear
ner
s in
the
asse
ssm
ent
pro
cess
2.2
Exp
lain
the
role
of
pee
r an
d s
elf-
asse
ssm
ent
in t
he
asse
ssm
ent
pro
cess
3.1
Exp
lain
the
nee
d f
or
keep
ing r
ecord
s of
asse
ssm
ent
of
lear
nin
g
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing
reco
rds
of
asse
ssm
ent
in a
n o
rgan
isat
ion
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
8
Un
it 5
: P
rin
cip
les
of
Ass
ess
men
t in
Lif
elo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
how
typ
es o
f as
sess
men
t ar
e use
d in lifel
ong lea
rnin
g
1.2
Anal
yse
how
ass
essm
ent
met
hods
are
use
d in lifel
ong lea
rnin
g
1
Under
stan
d h
ow
ty
pes
and m
ethods
of
asse
ssm
ent
are
use
d in lifel
ong
lear
nin
g
1.3
Eva
luat
e st
rength
s an
d lim
itat
ions
of
asse
ssm
ent
met
hods
to m
eet
indiv
idual
le
arner
nee
ds
2.1
Eva
luat
e how
to invo
lve
the
lear
ner
in t
he
asse
ssm
ent
pro
cess
2
Under
stan
d h
ow
to
invo
lve
lear
ner
s in
th
e as
sess
men
t pro
cess
2.2
Anal
yse
the
role
of
pee
r an
d s
elf-
asse
ssm
ent
in t
he
asse
ssm
ent
pro
cess
3.1
Exp
lain
the
nee
d t
o k
eep r
ecord
s of
asse
ssm
ent
of
lear
nin
g
3
Under
stan
d
requirem
ents
for
keep
ing r
ecord
s of
asse
ssm
ent
in
lifel
ong lea
rnin
g
3.2
Sum
mar
ise
the
requirem
ents
for
keep
ing
reco
rds
of
asse
ssm
ent
in a
n o
rgan
isat
ion
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
9
Un
it 6
: R
ole
s, R
esp
on
sib
ilit
ies
an
d R
ela
tio
nsh
ips
in L
ifelo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
req
uirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
1.2
Exp
lain
ow
n r
esponsi
bili
ties
for
pro
moting
equal
ity
and v
aluin
g d
iver
sity
1.3
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in
lifel
ong lea
rnin
g
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in
iden
tify
ing a
nd m
eeting t
he
nee
ds
of
lear
ner
s
2
2.1
Exp
lain
the
boundar
ies
bet
wee
n t
he
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
2.2
D
escr
ibe
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Sum
mar
ise
ow
n r
esponsi
bili
ties
in
rela
tion t
o o
ther
pro
fess
ional
s
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
ow
n r
esponsi
bili
ties
in
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g e
nvi
ronm
ent
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
way
s to
pro
mote
appro
priat
e beh
avio
ur
and r
espec
t fo
r oth
ers
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
1
Un
it 7
: R
ole
s, R
esp
on
sib
ilit
ies
an
d R
ela
tio
nsh
ips
in L
ifelo
ng
Learn
ing
(Level 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
key
aspec
ts o
f le
gis
lation,
regula
tory
req
uirem
ents
and c
odes
of
pra
ctic
e re
lating t
o o
wn r
ole
and
resp
onsi
bili
ties
1.2
Anal
yse
ow
n r
esponsi
bili
ties
for
pro
moting e
qual
ity
and v
aluin
g d
iver
sity
1.3
Eva
luat
e ow
n r
ole
and r
esponsi
bili
ties
in
lifel
ong lea
rnin
g
1
Under
stan
d o
wn
role
and
resp
onsi
bili
ties
in
lifel
ong lea
rnin
g
1.4
Rev
iew
ow
n r
ole
and r
esponsi
bili
ties
in
iden
tify
ing a
nd m
eeting t
he
nee
ds
of
lear
ner
s
2.1
Anal
yse
the
boundar
ies
bet
wee
n t
he
teac
hin
g r
ole
and o
ther
pro
fess
ional
role
s
2
2.2
Rev
iew
poin
ts o
f re
ferr
al t
o m
eet
the
nee
ds
of
lear
ner
s
Under
stan
d t
he
rela
tionsh
ips
bet
wee
n t
each
ers
and o
ther
pro
fess
ional
s in
lif
elong lea
rnin
g
2.3
Eva
luat
e ow
n r
esponsi
bili
ties
in r
elat
ion
to o
ther
pro
fess
ional
s
3.1
Exp
lain
how
to e
stab
lish a
nd m
ainta
in a
sa
fe a
nd s
upport
ive
lear
nin
g e
nvi
ronm
ent
3
Under
stan
d o
wn
resp
onsi
bili
ty f
or
mai
nta
inin
g a
saf
e an
d s
upport
ive
lear
nin
g
envi
ronm
ent
3.2
Exp
lain
how
to p
rom
ote
appro
priat
e beh
avio
ur
and r
espec
t fo
r oth
ers
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
2
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
3
Un
it 8
: U
nd
ers
tan
din
g I
ncl
usi
ve L
earn
ing
an
d T
each
ing
in
Lif
elo
ng
Learn
ing
(Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sum
mar
ise
lear
nin
g a
nd t
each
ing
stra
tegie
s use
d in o
wn s
pec
ialis
m
1.2
Exp
lain
how
appro
aches
to lea
rnin
g a
nd
teac
hin
g in o
wn s
pec
ialis
m m
eet
the
nee
ds
of
lear
ner
s
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
D
escr
ibe
aspec
ts o
f in
clusi
ve lea
rnin
g
2.1
Exp
lain
how
to s
elec
t in
clusi
ve lea
rnin
g
and t
each
ing t
echniq
ues
2.2
Exp
lain
how
to s
elec
t re
sourc
es t
hat
mee
t th
e nee
ds
of
lear
ner
s
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at m
eet
the
nee
ds
of
lear
ner
s
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.4
Exp
lain
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
la
nguag
e, n
um
erac
y an
d I
CT s
kills
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
way
s to
engag
e an
d m
otiva
te
lear
ner
s in
an incl
usi
ve lea
rnin
g
envi
ronm
ent
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.2
Sum
mar
ise
way
s to
est
ablis
h g
round
rule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
3.3
Exp
lain
way
s to
giv
e co
nst
ruct
ive
feed
bac
k th
at m
otiva
tes
lear
ner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
5
Un
it 9
: U
nd
ers
tan
din
g I
ncl
usi
ve L
earn
ing
an
d T
each
ing
in
Lif
elo
ng
Learn
ing
(L
evel 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Anal
yse
lear
nin
g a
nd t
each
ing s
trat
egie
s use
d in o
wn s
pec
ialis
m
1.2
Eva
luat
e th
e ef
fect
iven
ess
of
appro
aches
to
lea
rnin
g a
nd t
each
ing in o
wn s
pec
ialis
t ar
ea in m
eeting n
eeds
of
lear
ner
s
1
Under
stan
d
lear
nin
g a
nd
teac
hin
g s
trat
egie
s in
lifel
ong lea
rnin
g
1.3
Eva
luat
e as
pec
ts o
f in
clusi
ve lea
rnin
g
2.1
Anal
yse
incl
usi
ve a
ppro
aches
to lea
rnin
g
and t
each
ing
2.2
Anal
yse
how
to s
elec
t re
sourc
es t
o m
eet
the
nee
ds
of
lear
ner
s
2
Under
stan
d h
ow
to
crea
te incl
usi
ve
lear
nin
g a
nd
teac
hin
g in lifel
ong
lear
nin
g
2.3
Exp
lain
how
to c
reat
e as
sess
men
t opport
unitie
s th
at m
eet
the
nee
ds
of
lear
ner
s
2.4
Rev
iew
how
to p
rovi
de
opport
unitie
s fo
r le
arner
s to
pra
ctis
e th
eir
liter
acy,
la
nguag
e, n
um
erac
y an
d I
CT s
kills
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Exp
lain
how
to e
ngag
e an
d m
otiva
te
lear
ner
s in
an incl
usi
ve lea
rnin
g
envi
ronm
ent
3.2
Exp
lain
how
to e
stab
lish g
round r
ule
s w
ith lea
rner
s to
pro
mote
res
pec
t fo
r oth
ers
3
Under
stan
d w
ays
to c
reat
e a
motiva
ting
lear
nin
g
envi
ronm
ent
3.3
Rev
iew
way
s to
giv
e co
nst
ruct
ive
feed
bac
k to
motiva
te lea
rner
s
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(if
verified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
7
Un
it 1
0:
Un
ders
tan
din
g t
he P
rin
cip
les
an
d P
ract
ices
of
Ass
ess
men
t (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
le
arnin
g a
nd d
evel
opm
ent
1.2
D
efin
e th
e ke
y co
nce
pts
and p
rinci
ple
s of
asse
ssm
ent
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.4
Id
entify
the
regula
tions
and r
equirem
ents
re
leva
nt
to a
sses
smen
t in
ow
n a
rea
of
pra
ctic
e
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d lim
itat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with
refe
rence
to t
he
nee
ds
of
indiv
idual
le
arner
s
3.1
Sum
mar
ise
key
fact
ors
to c
onsi
der
when
pla
nnin
g a
sses
smen
t
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.3
Exp
lain
how
to p
lan a
holis
tic
appro
ach t
o
asse
ssm
ent
3.4
Sum
mar
ise
the
types
of
risk
s th
at m
ay b
e in
volv
ed in a
sses
smen
t in
ow
n a
rea
of
resp
onsi
bili
ty
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough
the
pla
nnin
g p
roce
ss
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
4.1
Exp
lain
the
import
ance
of
invo
lvin
g t
he
lear
ner
and o
ther
s in
the
asse
ssm
ent
pro
cess
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t 4.2
Sum
mar
ise
types
of
info
rmat
ion t
hat
sh
ould
be
mad
e av
aila
ble
to lea
rner
s an
d
oth
ers
invo
lved
in t
he
asse
ssm
ent
pro
cess
4.3
Exp
lain
how
pee
r an
d s
elf-
asse
ssm
ent
can b
e use
d e
ffec
tive
ly t
o p
rom
ote
le
arner
invo
lvem
ent
and p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
ca
n b
e ad
apte
d t
o m
eet
the
nee
ds
of
indiv
idual
lea
rner
s
5.1
Exp
lain
how
to judge
whet
her
evi
den
ce
is:
su
ffic
ient
au
then
tic
cu
rren
t
5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.2
Exp
lain
how
to e
nsu
re t
hat
ass
essm
ent
dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d c
rite
ria
va
lid
re
liable
fa
ir
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
6.2
Sum
mar
ise
qual
ity
assu
rance
and
stan
dar
dis
atio
n p
roce
dure
s in
ow
n a
rea
of
pra
ctic
e
6.3
Sum
mar
ise
the
pro
cedure
s to
follo
w
when
ther
e ar
e dis
pute
s co
nce
rnin
g
asse
ssm
ent
in o
wn a
rea
of
pra
ctic
e
7.1
Exp
lain
the
import
ance
of
follo
win
g
pro
cedure
s fo
r th
e m
anag
emen
t of
info
rmat
ion r
elat
ing t
o a
sses
smen
t
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d q
ues
tionin
g
contr
ibute
to t
he
asse
ssm
ent
pro
cess
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to a
sses
smen
t,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty a
nd w
elfa
re.
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.2
Exp
lain
the
contr
ibution t
hat
tec
hnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and
div
ersi
ty a
nd,
wher
e ap
pro
priat
e,
bili
ngual
ism
in r
elat
ion t
o a
sses
smen
t
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(if
verified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
1
Un
it 1
1:
Usi
ng
In
clu
sive L
earn
ing
an
d T
each
ing
Ap
pro
ach
es
in L
ifelo
ng
Learn
ing
(L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd t
each
ing
that
mee
ts t
he
nee
ds
of
lear
ner
s
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to
mee
t th
e nee
ds
of
lear
ner
s
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.3
Pl
an a
sses
smen
t m
ethods
to m
eet
the
nee
ds
of
lear
ner
s
2.1
Apply
lea
rnin
g a
nd t
each
ing a
ppro
aches
to
mee
t th
e nee
ds
of
lear
ner
s
2.2
U
se r
esourc
es t
o m
eet
the
nee
ds
of
lear
ner
s
2.3
Com
munic
ate
with lea
rner
s to
mee
t th
eir
nee
ds
and a
id t
hei
r under
stan
din
g
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.4
Pr
ovi
de
const
ruct
ive
feed
bac
k to
lea
rner
s
3.1
Ref
lect
on o
wn a
ppro
aches
to d
eliv
erin
g
incl
usi
ve lea
rnin
g a
nd t
each
ing
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn
pra
ctic
e
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(if
verified
):
D
ate:
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
2
Un
it 1
2:
Usi
ng
In
clu
sive L
earn
ing
an
d T
each
ing
Ap
pro
ach
es
in L
ifelo
ng
Learn
ing
(L
evel 4
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Pl
an a
ses
sion f
or
lear
nin
g a
nd t
each
ing
that
mee
ts t
he
nee
ds
of
lear
ner
s
1
Be
able
to p
lan
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
1.2
Ju
stify
the
sele
ctio
n o
f ap
pro
aches
to
mee
t th
e nee
ds
of
lear
ner
s
2.1
D
emonst
rate
incl
usi
ve lea
rnin
g a
nd
teac
hin
g a
ppro
aches
to e
ngag
e an
d
motiva
te lea
rner
s
2.2
D
emonst
rate
the
use
of
appro
priat
e re
sourc
es t
o s
upport
incl
usi
ve lea
rnin
g
and t
each
ing
2.3
U
se a
sses
smen
t m
ethods
to s
upport
le
arnin
g a
nd t
each
ing
2.4
Com
munic
ate
with lea
rner
s to
mee
t th
eir
nee
ds
and a
id t
hei
r under
stan
din
g
2
Be
able
to d
eliv
er
incl
usi
ve lea
rnin
g
and t
each
ing
sess
ions
2.5
Pr
ovi
de
const
ruct
ive
feed
bac
k to
lea
rner
s
BA033574 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 a
nd 4
Aw
ards
in P
repar
ing t
o T
each
in t
he
Life
long
Lear
nin
g S
ecto
r (Q
CF)
– I
ssue
2 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.1
Rev
iew
ow
n a
ppro
aches
to d
eliv
erin
g
incl
usi
ve lea
rnin
g a
nd t
each
ing
3
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
lear
nin
g a
nd
teac
hin
g
3.2
Anal
yse
how
ow
n incl
usi
ve lea
rnin
g a
nd
teac
hin
g p
ract
ice
can b
e im
pro
ved t
o
mee
t th
e nee
ds
of
lear
ner
s
Lear
ner
s nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(if
verified
):
D
ate:
sb040912G
:\W
ORD
PRO
C\L
T\P
D\B
TEC P
RO
FESSIO
NAL
QU
ALS
\BA033574_BTEC_PR
OF_
L34_PT
LLS_IS
SU
E_2\B
A033574_BTEC_PR
OF_
L34_PT
LLS_IS
SU
E_2.D
OC.1
–172/0
Publications Code BA033574 September 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121