Pearson BTEC Level 3 Award in Education and...

Pearson BTEC Level 3 Award in Education and Training (QCF) Specification

First teaching September 2013

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

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 publication.

Authorised by Martin Stretton Prepared by Jane Boehm

ISBN 978 1 446 90884 6

All the material in this publication is copyright © Pearson Education Limited 2013

Contents

Purpose of this specification 1

Which qualification is most appropriate for which role? 2

1 Introducing BTEC qualifications 3

What are BTEC qualifications? 3

2 Qualification summary and key information 4

QCF qualification title and Qualification Number 5

Objective of the qualification 5

Relationship with previous qualifications 5

Progression opportunities through BTEC qualifications 6

Industry support and recognition 6

Relationship with National Occupational Standards 7

3 Centre resource requirements 8

General resource requirements 8

Specific resource requirements 8

4 Qualification structure 9

Pearson BTEC Level 3 Award in Education and Training (QCF) 9

5 Assessment 10

6 Recognising prior learning and achievement 12

Recognition of Prior Learning 12

Credit transfer 12

7 Centre recognition and approval centre recognition 13

Approvals agreement 13

8 Quality assurance of centres 14

9 Programme delivery 16

10 Access and recruitment 19

11 Access to qualifications for learners with disabilities or specific needs 20

12 Units 21

Unit title 21

Unit reference number 21

QCF level 21

Credit value 21

Guided learning hours 21

Unit aim 21

Assessment requirements 21

Essential requirements 21

Learning outcomes 22

Assessment criteria 22

Unit amplification 22

Delivery guidance 22

Information for tutors 22

Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training 23

Unit 2: Facilitate Learning and Development for Individuals* 32

Unit 3: Facilitate Learning and Development in Groups* 37

Unit 4: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training 42

Unit 5: Understanding Assessment in Education and Training 53

Unit 6: Understanding the Principles and Practices of Assessment* 62

13 Further information and useful publications 70

14 Professional development and training 71

Annexe A 72

(Sample) Micro-teach Session Plan 72

Annexe B 74

(Sample) Micro-teach Tutor Observation Feedback Pro Forma 74

Annexe C 76

(Sample) Peer Micro-teach Assessment Pro Forma 76

Annexe D – Portfolio Evidence Record Sheets 77

Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Learning 77

Unit 2: Facilitate Learning and Development for Individuals 78

Unit 3: Facilitate Learning and Development in Groups 80

Unit 4: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training 82

Unit 5: Understanding Assessment in Education and Training 84

Unit 6: Understanding the Principles and Practices of Assessment 86

Specification – Pearson BTEC Level 3 Award in Education and Training (QCF) – Issue 1 – September 2013 © Pearson Education Limited 2013

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Purpose of this specification

This specification gives details of the rules of combination of units accredited by Pearson for use in the delivery of the Pearson BTEC Level 3 Award in Education and Training (QCF).

The specification includes all units offered by Pearson for the Award in Education and Training qualification, and must be used in accordance with the rules of combination. The rules of combination are included (in Section 4) and it is important to use only those units listed and approved.

The purpose of a specification is to set out:

the qualification’s objective to meet the requirements for those 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 that a learner must have completed before the qualification will be awarded

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 learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

In the Award there are units included that were developed for other qualifications, such as those for learning and development (competence). These units are appropriate alternatives for the many related roles undertaken by teachers, tutors and trainers particularly in work based learning.

For the purposes of this suite of initial training qualifications, the following terms are used:

tutor – the person delivering/facilitating the teacher education, they may also be referred to as teacher or trainer

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 of or as part of their role.


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Which qualification is most appropriate for which role?

ROLE QUALIFICATION

Assessor or Internal Quality Assurance Training, Assessment and Quality Assurance (TAQA)

Trainer Learning and Development (L&D) Award with/without L&D optional units

New to teaching and training Award in Education and Training Level 3

Part-time teacher/trainer Certificate in Education and Training Level 4

Full-time teacher Diploma in Education and Training Level 5


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1 Introducing BTEC qualifications

For more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. BTECs also provide progression routes to the next stage of education or to employment.

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.

What are QCF qualifications?

There are three sizes of qualification on 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. In the case of the Education and Training group of qualifications learning time includes time taken in delivery by the tutor, time taken researching as directed by the tutor and the learning experience occurring when undertaking practical teaching activities.


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2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Award in Education and Training (QCF)

QCF Qualification Number (QN) 601/0685/2

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/09/2013

Age range that the qualification is approved for

19+

Credit value 12

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 48 minimum, if no Learning and Development units selected 61 maximum, where Learning and Development units selected

Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see Section 10. Centres must also follow the Pearson Access and Recruitment policy (see Section 10, Access and recruitment).


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QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) if 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 title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is given in our Edexcel Information Manual on our website at www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 3 Award in Education and Training (QCF) is an introductory teaching qualification. Achieving this Award will provide sufficient evidence that the learner has acquired the necessary skills and knowledge to prepare, plan, deliver and evaluate basic teaching and learning sessions, in a variety of teaching or training contexts. This introductory, knowledge-based teaching qualification has no minimum teaching practice requirement. Therefore, it may be undertaken by individuals who are not in a teaching role. However, there is a minimum requirement to take part in micro–teaching.

It can meet the needs of a range of trainee teachers, including:

individuals not currently teaching or training

individuals currently teaching and training, including those who have just begun or are about to begin

individuals currently working as assessors who wish to achieve a qualification providing an introduction to teaching.

It gives learners the opportunity to:

develop knowledge related to teaching and learning

develop skills in teaching and learning

achieve a nationally-recognised Level 3 qualification

develop their own personal growth and engagement in teaching and learning.

Relationship with previous qualifications

This qualification is a direct replacement for the Edexcel Level 3/Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (2011).

The Award is now available only at Level 3 and the credit value remains as 12 credits.

As with the qualification it replaces, it continues to be based around preparing and delivering a micro–teach session. Where the alternative Learning and Development units are selected there is a requirement for learners to be able to demonstrate their competence in a work-based learning context. This remains the same as the previous qualification.


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Progression opportunities through BTEC qualifications

Learners who have achieved the Pearson BTEC Level 3 Award in Education and Training (QCF) can progress to the Pearson BTEC Level 4 Certificate in Education and Training (QCF) or the Pearson BTEC Level 5 Diploma in Education and Training (QCF).

The Award unit Understanding Roles, Responsibilities and Relationships in Education and Training is a mandatory unit in the Pearson BTEC Level 4 Certificate in Education and Training and the appropriate credit transfer can apply for those wishing to progress to the Certificate. There is no equivalent credit transfer directly from the Award to the Level 5 Diploma as there are no common units of assessment within the rules of combination.

Centres should note that achievement of the Diploma in Education and Training permits a maximum of 12 credits at Level 3 and learners wishing to undertake the Award must be aware of this, or must consider it in their selection of optional units.

Industry support and recognition

The units in this qualification were developed by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body (SSB) for teaching and learning. The Level 3 Award in Education and Training provides an introduction to teaching and training as a preparation for employment in the occupational area.

In September 2012, amended workforce regulations were introduced that removed the requirement to join the Institute for Learning (IfL) and acquire professional status but retained, for a further twelve months, the requirement to work towards the achievement of the existing teaching qualifications. This signalled a move to a new approach that will not be dependent on government regulation but where the sector will decide for itself the best way to raise and maintain standards.

Employers should have internal policies in place to specify the qualifications that they require their teaching staff to hold and to determine what continuing professional development (CPD) is appropriate. Policies should cover the different teaching roles undertaken by staff including those delivering literacy, numeracy, ESOL and provision to disabled learners. In the absence of government regulation, employers and individuals will have greater flexibility to choose the most appropriate qualifications for their staff. The roles that different members of staff play in delivery will also affect the qualifications and experience needed.

Guidance on qualifications can come from professional bodies, sector membership bodies and trade unions, including:

Association of Colleges (AoC)

Association of Employment and Learning Providers (AELP)

Association of Teachers and Lecturers (ATL)

Education and Training Foundation (ETF)

Institute for Learning (IfL)

University and College Union (UCU).


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Relationship with National Occupational Standards

The Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector (LLUK, 2006) continue to underpin practice in the sector. This qualification relates to the Professional Standards in Education and Training. The standards are available at the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk.


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3 Centre resource requirements

As part of the approval process, centres must make sure that the resource 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 qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure that there is continuing professional development for staff delivering the qualification.

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 resource 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 when following the Award without the selection of the Learning and Development alternative option units. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted and this is also related to the Learning and Development alternative optional units.

Learners taking the Award without learning and development units, 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 remaining 45 minutes, learners can either deliver additional micro-teach sessions or observe the micro-teach sessions of other learners.

Written evidence from the observation of the micro–teach contributes towards the assessment requirements for the Award while additional evidence is required to meet the requirements of the competence-based learning and development units.


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4 Qualification structure

Pearson BTEC Level 3 Award in Education and Training (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson 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 Unit reference number

Mandatory units Level Credit value

Guided learning hours

1

H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training

3 3 12

Optional units group

6 credits must be achieved from this group

2

J/502/9549 Facilitate Learning and Development for Individuals *

3 6 25

3

F/502/9548 Facilitate Learning and Development in Groups *

3 6 25

4

D/505/0052 Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

3 6 24


5

R/505/0050 Understanding Assessment in Education and Training

3 3 12

6

D/601/5313 Understanding the Principles and Practices of Assessment *

3 3 24

* Indicates that units are from the Learning and Development suite


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5 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Centre-devised assessment, such as the assessment methods included as sample assessment activities.

For the Learning and Development units, further guidance is provided in the qualification specifications for these units, see our website.

Understanding and Using Inclusive Approaches in Education and Training

Micro-teach activity to include preparing, planning, delivering, assessing and evaluating.

It can be centre devised or adapted from the sample provided to suit centre requirements.

Simulations are not acceptable.

Learners who are engaged in teaching or training can be observed in an actual session in place of the micro-teach.

Learners undertaking the Learning and Development units will be required to provide evidence from their own work-based practice in order to meet the criteria.

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must provide adequate evidence to meet all the learning outcomes and assessment criteria for each required unit. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.

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 in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, individual or group 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. If group presentations are included it is advisable to observe and record individual contributions to the activity so these can provide specific evidence to be included as a part of each student’s portfolio.

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 Pearson assessments to meet local needs and resources or write their own. There should be evidence in the course file that all assignments have been internally reviewed and moderated.


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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 relate to more than one unit, for example scheme of work/session plans/observation reports.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment. Centres are also encouraged to make effective use of holisitic approaches wherever possible or appropriate. This linking between different aspects of the Award helps learners to view the different units as part of a coherent whole rather than in isolation. This also reduces the assessment burden and allows more time for the reflective aspect where students can develop the understanding rather than simply working towards a set of criteria. To avoid over assessment centres are encouraged to develop these approaches and to link delivery and assessment across units.

For guidance on internal assessment please go to our website. See Section 13, Further information and useful publications.

When selecting the alternative Learning and Development units the specific assessment requirements for these should be followed. Further information is available from the Learning and Development specifications on our website http://www.edexcel.com/quals/NVQ-competence-based-qcf/learn-dvpmt/Pages/default.aspx.


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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.

Pearson 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.

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.

For further information, please refer to the Credit Accumulation and Transfer Policy, which can be found on our website.


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

New centres should contact their regional representative.

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 currently approved to deliver Pearson vocational qualifications may apply for qualification approval up to Level 3 via Edexcel Online.

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.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations.

Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.

It is important to remember that if a centre offers the competence units (i.e. the Learning and Development units) specific centre approval must be gained. Contact regional representatives for further guidance.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson uses 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.

The quality assurance model for this qualification means an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems.

Quality assurance for Level 3

We will allocate a Standards Verifier annually to conduct sampling of internal verification and assessor decisions for the Principal Subject Area. This will be in the form of a visit.

Where centres are offering the units from the Learning and Development suite, there will be two visits to verify both elements of the award. We endeavour to ensure that centres work with the same Standards Verifier in both cases.

For further details, please go to the UK BTEC Quality Assurance Handbook on our website.

Standards verification and quality assurance models

There are currently two quality assurance models in place for all Initial Teacher Training (ITT) qualifications.

Initial Teacher Training without embedded competence units

Initial Teacher Training with embedded competence units.

We aim to provide one Standards Verifier where possible to centres that are running a combination of competence–based and non-competence based ITT qualifications.

Centres need to ensure they register learners on the correct programme to ensure the correct Standards Verifiers are allocated.

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 provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness

Standards verification ensures that you have accurate assessment records and are assessing learners 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

those specific programmes that they are occupationally competent to verify.

Which qualifications does standards verification with one visit cover?

(Model 1, see Section 9, Programme delivery)

Pearson BTEC Level 3 Award in Education and Training (QCF) (without competence units)


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Which qualifications does standards verification with two visits cover?

(Model 2, see Section 9, Programme delivery)

Pearson BTEC Level 3 Award in Education and Training (QCF) (with competence units)

For further information please refer to the ‘Standards Verification and External Verification’ chapters of the BTEC Quality Assurance Handbook which can be found at www.btec.co.uk/keydocuments.


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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, intensive, distance or blended learning) that meet their learners’ needs.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers where appropriate to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces where relevant

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant

ensuring that any legislation is up to date and current.

giving learners the opportunity to apply their learning in practical activities

making full use of the variety of experience of work and life that learners bring to the programme.

providing opportunities for the integration of requirements for English, mathematics and ICT in keeping with the personal and professional skills necessary to underpin education and training.

For the qualifications in this specification, there is a minimum requirement that learners are involved in at least one hour of micro–teaching. Further details are available within individual units and in the Specific resource requirements section in Section 3, Centre resource requirements.

Centres may wish to approach the units as a single, holistic, integrated activity based around planning, delivering and evaluating the micro–teach session. Alternatively, they may wish to integrate theory with the practical assessments for individual units.

Units can be delivered in any order but the numbering of units suggests a logical sequence.

Each unit includes suggested approaches to delivery and assessment. The most commonly used delivery models for the programme are as follows:

1 Taught routes for those interested in teaching (but with no opportunities for current teaching practice) based on the micro–teach:

Intensive - one week. Five days intensive based on two x three-hour sessions per day. (This model is frequently used as a pre-service model for new teachers).

Sequential - ten weeks (or equivalent) based on one x three-hour session per week.

2 Supported/directed study route for those with some teaching experience, which is limited or no longer current (having the necessary experience to be able to generate evidence without the need to follow the entire taught route BUT with either tutorial in-put or attendance at a number of taught sessions for professional up-dating).

Observation of teaching practice, with observation report, to establish current level of expertise plus teaching practice portfolio plus guided/distance learning to produce evidence of written reflection based on researching. This model should include tutorial support as required.


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3 Directed study route for those with teaching experience, which is current and relevant.

Open/distance learning. Individuals will be able to work independently in collecting and collating naturally occurring evidence based on current practice with additional written support as required plus teaching practice portfolio and an observation of teaching practice providing the equivalent to the micro-teach.

The route selected should be negotiated between the learner and the course manager or teacher and reflect the guidelines set out above. This should be recorded in the appropriate Individual Learning Plan. The Directed Study or Supported Directed Study should NOT be used in any situation where the learner has no access to regular and relevant teaching practice.

Delivery models:

Model 1 includes the required non-competence units for the Level 3 Award in Education and Training

Model 2 shows centres a model using units taken from the Learning and Development suite of competency-based units.

Model 1


Mandatory units

Award units

Level Credit Guided learning hours

1 H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training

3 3 12

4 D/505/0052 Understanding and Using Inclusive Approaches in Education and Training

3 6 24

5 R/505/0050 Understanding Assessment in Education and Training

3 3 12


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Model 2

Centres wishing to select the competency units must have specific centre approval to offer learning and development qualifications.

Integrating Learning and Development units, in place of the non-competence Award units, allows the use of evidence from the work-based learning context.


Mandatory units


1

H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training

3 3 12

6

D/601/5313 Understanding the Principles and Practices of Assessment *

3 3 24


Optional units



2

J/502/9549 Facilitate Learning and Development for Individuals *

3 6 25

3

F/502/9548 Facilitate Learning and Development in Groups *

3 6 25

* Indicates that units are from the Learning and Development suite.


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10 Access and recruitment

Pearson’s policy on 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 BTEC Specialist qualifications with integrity and to demonstrate good practice in the use of initial assessment and learning needs analysis.

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 this profile shows that 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 11 Access to qualifications for learners with disabilities or specific needs.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’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.

Centres are required to make reasonable adjustment and provided additional support where appropriate. Where a student is felt to be unlikely to achieve, even with additional support then this must be addressed during the initial advice and guidance and a reasonable alternative sought.

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.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both these documents are on our website at www.edexcel.com/policies


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12 Units

Units 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 nine Levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

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 or trainer 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. It does include the time prescribed for practical teaching activities, tutorials and assessment activities.

Unit aim

This gives a summary of what the unit aims to do.

Assessment requirements

This section provides specific guidance for assessment in the learning and development units.

Essential requirements

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification. This includes the need for the centre to provide facilities necessary for the micro–teach sessions.


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Learning outcomes

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

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section gives suggestions and recommendations for what a learner needs to know to achieve each assessment criteria.

Delivery guidance

This section provides guidelines for approaches that may be taken to address the assessment criteria.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Learning outcomes - gives further guidance on how to deliver and assess content.

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.

Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training

Unit reference number: H/505/0053

QCF level: 3

Credit value: 3

Guided learning hours: 12

Unit aim This unit aims to enable the learner to understand the role and responsibilities of a teacher in education and training and the relationship between different professionals in education and training.

This unit provides the opportunity to highlight some of the legislative and regulatory requirements that must be met by organisations and individuals. The unit also provides an opportunity to explore the codes of practice and roles and responsibilities of teachers, trainers and instructors in promoting equality and valuing diversity when identifying and meeting learners’ needs.

The 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.

The unit gives learners the opportunity to recognise how the teaching role involves working with other professionals, the boundaries between the teaching role and those of other professionals, and the need for possible referral to meet the needs of their students.


There are no special requirements for this unit.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a,

un

it c

on

ten

t an

d d

elivery

gu

idan

ce

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

elivery

gu

idan

ce

1.1

Exp

lain

the

teac

hin

g

role

and

resp

onsi

bili

ties

in

educa

tion a

nd t

rain

ing

□

Role

s, e

.g.

teac

her

, tr

ainer

, co

ach,

tuto

r, m

ento

r, inst

ruct

or,

ass

esso

r,

lect

ure

r

□

Res

ponsi

bili

ties

, e.

g.

enfo

rcem

ent

of

org

anis

atio

n p

olic

ies

and p

roce

dure

s,

pre

par

atio

n a

nd m

anag

emen

t of

lear

nin

g,

asse

ssm

ent

and r

ecord

ke

epin

g,

wor

king w

ith o

ther

s, t

o

com

munic

ate

effe

ctiv

ely

□

Tuto

r pre

senta

tion

□

Min

d m

appin

g

□

Indiv

idual

res

earc

h

□

Pers

onal

lea

rnin

g log

1.2

Sum

mar

ise

key

aspec

ts o

f le

gis

lation,

regula

tory

re

quirem

ents

and

codes

of

pra

ctic

e re

lating t

o o

wn r

ole

an

d r

esponsi

bili

ties

□

Curr

ent

gove

rnm

ent

legis

lation,

equal

ity

and d

iver

sity

, hea

lth a

nd

safe

ty,

pro

fess

ional

or

voca

tional

st

andar

ds,

aw

ardin

g o

rgan

isat

ion

requirem

ents

, org

anis

atio

n c

odes

of

pra

ctic

e

□

Tuto

r pre

senta

tion

□

Sm

all-

gro

up w

ork

(co

nte

xt/

org

anis

atio

n-r

elat

ed g

roups)

1

Under

stan

d t

he

teac

hin

g r

ole

and

resp

onsi

bili

ties

in

educa

tion a

nd

trai

nin

g

1.3

Exp

lain

way

s to

pro

mote

equal

ity

and

valu

e div

ersi

ty

□

Iden

tify

ing indiv

idual

lea

rnin

g n

eeds,

e.

g.

visu

al o

r au

ditory

im

pai

rmen

t,

phys

ical

dis

abili

ty,

languag

e, s

pec

ific

le

arnin

g d

ifficu

ltie

s

□

Support

ing indiv

idual

lea

rner

s, p

eer

work

ing in g

roup a

ctiv

itie

s,

chal

lengin

g d

iscr

imin

atio

n,

gro

up

contr

acts

□

Tuto

r-le

d d

iscu

ssio

n

□

Gro

up w

ork

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

elivery

gu

idan

ce

1.4

Exp

lain

why

it is

import

ant

to iden

tify

an

d m

eet

indiv

idual

le

arner

nee

ds

□

Import

ance

, e.

g.

reco

gnis

ing p

rior

achie

vem

ents

, ap

pro

priat

e su

pport

, guid

ance

to

mee

t qual

ific

atio

n

requirem

ents

, ac

cess

to lea

rnin

g,

addre

ss k

now

ledge

or

skill

s gap

, pro

mote

stu

den

t in

volv

emen

t an

d

ow

ner

ship

of

targ

ets

□

Tuto

r pre

senta

tion

□

Pre

senta

tion f

ollo

win

g indiv

idual

re

sear

ch

□

Dis

cuss

ion a

nd m

ini-

pre

senta

tions

□

Pers

onal

lea

rnin

g log

2.1

Exp

lain

way

s to

m

ainta

in a

saf

e an

d

support

ive

lear

nin

g

envi

ronm

ent

□

Saf

e phys

ical

envi

ronm

ent,

e.g

. ap

pro

priat

e ve

nue,

hea

lth a

nd s

afet

y,

acce

ssib

le

□

Support

ive,

e.g

. m

anag

ing s

truct

ure

d

lear

nin

g e

nvi

ronm

ent,

indiv

idual

su

pport

, en

coura

gin

g indiv

idual

and

pai

r w

ork

ing,

gro

up a

ctiv

itie

s,

neg

otiat

e gro

und r

ule

s

□

Tuto

r-le

d d

iscu

ssio

n

□

Pers

onal

lea

rnin

g log

2

Under

stan

d w

ays

to m

ainta

in a

saf

e an

d s

upport

ive

lear

nin

g

envi

ronm

ent

2.2

Exp

lain

why

it is

import

ant

to p

rom

ote

ap

pro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers

□

Est

ablis

hin

g s

tandar

ds,

e.g

. polic

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,

e.g.

studen

t an

d g

roup c

ontr

acts

, pee

r w

ork

ing,

incl

usi

on

□

Sm

all-

gro

up t

ask

□

Min

d m

appin

g

□

Pers

onal

lea

rnin

g log

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

elivery

gu

idan

ce

3.1

Exp

lain

how

the

teac

hin

g r

ole

invo

lves

w

ork

ing w

ith o

ther

pro

fess

ional

s

□

Tea

m r

ole

, e.

g.

contr

ibuting t

o

pla

nnin

g,

rese

arch

ing p

rovi

sion,

shar

ing a

sses

smen

t outc

om

es,

com

munic

atin

g lea

rner

nee

ds,

neg

otiat

ing s

upport

for

lear

ner

s,

contr

ibuting t

o inte

rnal

qual

ity

assu

rance

, lia

isin

g w

ith r

efer

ral

agen

cies

□

Tuto

r pre

senta

tion

□

Indiv

idual

res

earc

h

3.2

Exp

lain

the

boundar

ies

bet

wee

n t

he

teac

hin

g

role

and o

ther

pro

fess

ional

role

s

□

Per

sonal

boundar

ies,

e.g

. sk

ills,

ex

per

ience

, tim

e, r

esourc

es,

job

des

crip

tion

□

Profe

ssio

nal

boundar

ies,

e.g

. jo

b

des

crip

tion,

team

role

s an

d

resp

onsi

bili

ties

, m

anag

emen

t st

ruct

ure

s, lin

es o

f co

mm

unic

atio

n

□

Tuto

r pre

senta

tion

□

Lear

ner

s to

ref

eren

ce o

wn s

kills

an

d s

pec

ialis

m

□

Pers

onal

lea

rnin

g log

3

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n t

each

ers

and o

ther

pro

fess

ional

s in

ed

uca

tion a

nd

trai

nin

g

3.3

D

escr

ibe

poin

ts o

f re

ferr

al t

o m

eet

the

indiv

idual

nee

ds

of

lear

ner

s

□

Org

anis

atio

n s

yste

ms

and

pro

cedure

s, e

.g.

adm

inis

trat

ion,

additio

nal

lea

rnin

g s

upport

, st

uden

t se

rvic

es,

web

site

s, p

eer

hel

p

□

Ext

ernal

agen

cies

, e.

g.

spec

ialis

t su

pport

, gov

ernm

ent

agen

cies

, w

ork

rela

ted,

emplo

yers

□

Tuto

r-le

d d

iscu

ssio

n

□

Sm

all-

gro

up d

iscu

ssio

ns

□

Pers

onal

lea

rnin

g log


27


Delivery

As this is the introductory unit for the Award it is important to recognise that every opportunity should be taken for ‘teaching by example’ to encourage learners to consider different approaches to teaching and learning. A variety of tutor presentations, individual activities and group activities are especially helpful in the delivery of this unit as this gives learners experience of a range of delivery methods.

Wherever possible, learning and teaching should draw on material from learners’ personal or professional experience. This will help them to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment. As the Award does not require learners to be involved in teaching practice this is an opportunity for group work where learners can share experiences from different contexts.

Learners should be actively involved in their learning and should be encouraged to draw on material from relevant experiences to use in class and in their assessment activities. Working with groups of peers and sharing experiences, learners have the opportunity to develop case studies alongside problem-solving and interpersonal skills. This helps in understanding skills and practice to use with their own students. The use of ICT should be encouraged for setting up forums or discussion groups.

It is recommended that learner-centred approaches be used where possible and that delivery is not teacher centred. Delivery should motivate, challenge and inspire and reinforce the principles of good practice at the appropriate level.

Learning outcomes 1 and 3

These learning outcomes are 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.

These learning outcomes are suited to researching different aspects of legislation, regulatory requirements and codes of practice relating to health and safety and equality, and sharing findings with the group. ‘Mini-presentations’ will allow learners to compare and contrast their findings with that of others in the group. It also provides an opportunity to practice presentation skills that can then be used or adapted to deliver the required Micro–teaching session. The use of ‘Mini-presentations’ also give learners the chance to try out new skills and build on their own experiences.

Where information is new to all members of the group it may be more appropriate to use tutor presentation but individual or group research provides a more challenging and active approach to learning. An alternative approach can involve the use of video clips to give learners an experience of real working practice. Individual assessment requirements can then be taken from the collaborative research or quiz sheets. This provides an opportunity for collaborative activity and for mini-presentations and approaches that could be used with students.

Tutor-led group discussions are helpful to explore responsibilities for promoting equality and diversity, drawing on experiences from different contexts in the group. This discussion can be followed through with descriptions of points of referral for students. Individual reflective activities can be included in learner records.


28

Learning outcome 2

This learning outcome lends itself to a 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 tasks. This is an opportunity to make effective use of appropriate video clips to provide stimulation for what can then be developed through tutor-led group discussions. At all stages, the learning from whatever form of delivery is adopted needs to contribute to potential assessment evidence and this can be achieved through the use of individual learning records or personal development journals. It is also possible to use group discussions as a source of evidence, where it can be recorded to capture individual contributions to the discussions.

It is important to avoid either over-teaching or over-assessment, therefore all activities should contribute in some way to the building of the teaching practice portfolio of evidence.

Assessment

Learners should be actively involved in the assessment process and be 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. The learner must be made aware of the range of possible evidence they can draw on to support the unit, this can include:

written tasks

a diary or journal

research materials

records of professional discussions

witness statements

organisation and/or other formal documents

curriculum vitae

job descriptions.

The centre can devise and will mark the assessment for this unit. Suggested activities cover the assessment criteria and are for guidance but can be adapted to meet local needs.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

29

Sam

ple

ass

ess

men

t act

ivit

ies

Cri

teri

a c

overe

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

1.1

, 1.2

, 2.1

, 2.2

,

3.1

, 3.2

You a

re a

men

tor

to a

new

tuto

r in

her

first

yea

r of

teac

hin

g.

It is

appar

ent

to y

ou t

hat

she

has

tro

uble

mai

nta

inin

g a

pro

fess

ional

dis

tance

fro

m h

er

studen

ts.

She

has

giv

en h

er m

obile

phone

num

ber

to s

tuden

ts,

invi

ted

studen

ts t

o b

e ‘frien

ds’

on h

er F

aceb

ook

pag

e, a

nd o

ften

mee

ts t

hem

outs

ide

your

org

anis

atio

n f

or

coffee

. Rec

ently,

she

has

bee

n c

om

pla

inin

g

to y

ou a

bout

dis

ciplin

e is

sues

in h

er c

lass

es.

Ref

lect

ive

task

: W

hat

are

the

key

issu

es in r

elat

ion t

o:

ro

les

and r

esponsi

bili

ties

le

gis

lation o

r co

des

of pra

ctic

e

eq

ual

ity

and d

iver

sity

?

What

spec

ific

str

ateg

ies

would

you s

ugges

t in

ord

er t

o s

olv

e th

e is

sues

id

entified

?

Slid

es f

rom

cla

ss a

ctiv

ity

min

i-pre

senta

tion w

ith t

uto

r fe

edbac

k

Post

ing t

o g

roup f

oru

m p

rinto

ut

Writt

en e

valu

atio

n in p

erso

nal

le

arnin

g log

1.3

, 1.4

, 2.2

, 3.3

You w

ork

with a

stu

den

t fo

r w

hom

Englis

h is

a se

cond lan

guag

e an

d w

ho

atte

nds

an a

ppre

ntice

ship

cours

e at

colle

ge

on a

par

t-tim

e bas

is.

Mem

ber

s of

the

appre

ntice

ship

gro

up h

ave

bee

n a

sked

to t

ake

a w

ritt

en t

est

to

dec

ide

whet

her

they

are

suitab

le f

or

the

cours

e. Y

our

studen

t has

pro

ble

ms

with w

riting in E

nglis

h a

nd t

ells

you t

hey

nev

er h

ave

to w

rite

an

ythin

g d

own in t

he

job a

nd t

hei

r sp

oke

n E

nglis

h is

fine.

The

studen

t has

co

mpla

ined

to t

hei

r boss

but

he

just

sai

d t

o t

ake

the

test

or

leav

e. I

s th

ere

anyt

hin

g e

lse

you c

an d

o t

o s

upport

the

studen

t?

Ref

lect

ive

task

: W

hat

are

the

key

issu

es in r

elat

ion t

o:

dis

crim

inat

ion

in

div

idual

lea

rnin

g n

eeds

th

e le

arnin

g e

nvi

ronm

ent

re

ferr

als.

What

spec

ific

im

pro

vem

ents

would

you r

ecom

men

d t

o r

emed

y th

e si

tuat

ion a

nd w

hy?

Writt

en e

ntr

y in

Per

sonal

lea

rnin

g

log

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

30

Cri

teri

a c

overe

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

1.1

, 1.2

, 1.3

, 1.4

3.1

, 3.2

, 3.3

Write

your

idea

l jo

b d

escr

iption a

s it m

ight

be

writt

en b

y an

org

anis

atio

n

to a

ttra

ct a

pote

ntial

job a

pplic

ant.

In a

dditio

n t

o s

ubje

ct k

now

ledge

and

exper

ience

you m

ust

als

o d

escr

ibe

the

wid

er p

rofe

ssio

nal

role

to incl

ude:

ke

y as

pec

ts o

f le

gis

lation,

regula

tory

req

uirem

ents

re

leva

nt

codes

of

pra

ctic

e

th

e te

achin

g/t

rain

ing r

ole

and r

esponsi

bili

ties

w

ork

ing w

ith o

ther

pro

fess

ional

s

boundar

ies

bet

wee

n t

he

teac

hin

g r

ole

and o

ther

pro

fess

ional

role

s

poin

ts o

f re

ferr

al t

o m

eet

the

indiv

idual

nee

ds

of

lear

ner

s.

In y

our

reflec

tive

journ

al e

xpla

in w

hy

each

of

thes

e as

pec

ts o

f te

achin

g o

r tr

ainin

g a

re s

o im

port

ant

to r

ecognis

e an

d u

nder

stan

d.

Job d

escr

iption

Updat

ed p

erso

nal

CV

Indiv

idual

lea

rnin

g r

ecord

or

per

sonal

dev

elopm

ent

journ

al e

ntr

y

1.2

, 1.4

2.1

, 2.2

In y

our

teac

hin

g o

r tr

ainin

g r

ole

you h

ave

resp

onsi

bili

ty f

or

iden

tify

ing a

nd

mee

ting indiv

idual

lea

rner

nee

ds,

pro

moting e

qual

ity

and v

alue

div

ersi

ty,

mai

nta

inin

g a

saf

e an

d s

upport

ive

lear

nin

g e

nvi

ronm

ent

and p

rom

oting

appro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers.

Face

d b

y a

gro

up o

f 12 n

ew lea

rner

s, e

nro

lled f

or

the

firs

t cl

ass

in y

our

spec

ialis

t su

bje

ct,

expla

in h

ow y

ou w

ould

go a

bout

the

task

.

Pres

ent

your

idea

s in

the

form

of

a re

port

of

500–1000 w

ord

s.

Writt

en a

ctiv

ity,

cou

ld b

e pre

sente

d a

s sl

ides

, note

s, v

ideo

pre

senta

tion


31

Suggested resources

Books

Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609

Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong LearningSector (Learning Matters, 2010) ISBN 9781844457984

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)

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

Wiliam D - Embedded Formative Assessment, 1st Edition (Solution Tree Press, 2011) ISBN 9781934009307

Journal

Times Educational Supplement – FE Focus

Websites

www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway

www.geoffpetty.com Education specialist

www.niace.org.uk The National Institute of Adult Continuing Education (England and SWales) (NIACE)

www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)


32

Unit 2: Facilitate Learning and Development for Individuals*

Unit reference number: J/502/9549

QCF level: 3

Credit value: 6


* A Learning and Development unit

Unit aim This unit aims to assess the understanding of the learning and development practitioner in 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 learning 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 can be gathered through questioning, discussion, witness testimony and looking at practitioner statements.

There is no requirement for this unit to be assessed separately. Pearson 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.


This unit is assessed in the workplace. Simulations are not permitted.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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,

e.g.

per

sonal

ski

lls m

atrix

to iden

tify

spec

ific

nee

ds,

spec

ialis

t le

arn

ing,

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, o

wned

ta

rget

s an

d g

oal

s, o

ne-

to-o

ne

action p

lannin

g;

indiv

idual

role

s, e

.g.

coac

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,

e.g

. in

itia

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,

e.g

. lo

cation,

tim

ing,

reso

urc

e; p

erso

nal

isat

ion o

f le

arnin

g

e.g.

lear

nin

g s

tyle

s, s

tuden

t m

otiva

tion,

bar

rier

s, f

acili

ties

, eq

uip

men

t, lea

rnin

g m

ater

ials

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,

e.g

. dem

onst

ration,

coac

hin

g,

dis

cuss

ion,

skill

s pra

ctic

e; im

par

ting k

now

ledge

and u

nder

stan

din

g,

e.g.

case

stu

dy,

si

mula

tion,

pro

ject

, e-

lear

nin

g

□

Chan

gin

g a

ttitudes

, e.

g.

tuto

rial

, dis

cuss

ion,

rese

arch

, lo

cation,

e.g.

work

pla

ce,

off t

he

job,

onlin

e

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

1.4

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

, e.

g.

phys

ical

, ch

emic

al,

bio

logic

al;

tra

iner

m

anag

emen

t, e

.g.

risk

ass

essm

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,

e.g

. phys

ical

, em

otional

, ag

reem

ent

of

acce

pta

ble

beh

avio

ur

with s

tuden

ts,

posi

tive

use

of

auth

ority

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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.

resp

ect

and 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

, e.

g.

Mas

low

’s T

heo

ry o

f 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

□

Form

ativ

e te

chniq

ues

, e.

g.

obse

rvat

ion o

f per

form

ance

, co

mple

tion

of

task

s, s

elf-

asse

ssm

ent,

pra

ctitio

ner

ques

tion

ing,

short

tes

t,

achie

vem

ent

of

lear

nin

g r

equirem

ents

, ac

cred

itat

ion a

chie

vem

ent

□

Ass

essm

ent,

e.g

. in

itia

l, inte

rim

, su

mm

ativ

e; p

ract

itio

ner

in

terv

entions,

e.g

. re

cognitio

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,

e.g

. diffe

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

, e.

g.

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

, e.

g.

cost

, tim

e, e

xper

tise

, per

sonnel

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

35

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,

e.g

. st

uden

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,

e.g

. ex

pla

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,

e.g.

work

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,

e.g.

pre

senta

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

, e.

g.

studen

t, t

rain

er,

org

anis

atio

n,

work

pro

vider

□

Applic

atio

n o

f le

gis

lation r

equirem

ents

, e.

g.

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,

e.g.

org

anis

atio

n 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, 14–19,

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,

e.g.

real

work

, 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

, e.

g.

dis

cuss

ion,

gro

up foru

m,

rese

arch

□

Invo

lvem

ent

of

other

s, e

.g.

spec

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,

e.g.

to r

eal w

ork

situat

ions,

mas

tery

of w

ork

tas

ks

□

Pers

onal

, e.

g.

auto

nom

y, c

onfiden

ce,

achie

vem

ent

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

36

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,

e.g

. re

cognis

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 fu

ture

re

quirem

ents

□

Invo

lvin

g t

echniq

ues

, e.

g.

skill

s re

quired

for

self-a

sses

smen

t,

opport

unitie

s fo

r re

flec

tion a

nd h

ow t

o s

truct

ure

this

for

iden

tify

ing

goal

s an

d a

ctio

n p

lannin

g,

one-

to-o

ne

ques

tion

ing,

indiv

idual

re

cord

ing o

f ac

tivi

ty c

omple

tion a

nd r

ecord

of ac

hie

vem

ent,

tra

ckin

g

and loggin

g o

f le

arnin

g o

utc

om

es;

asse

ssm

ent

resu

lts,

e.g

. fo

rmat

ive

and 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,

e.g

. 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

, e.

g.

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 for

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,

e.g

. su

pport

ive

and c

onst

ruct

ive,

i.e

. fe

edbac

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

ts,

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

ppor

t re

quirem

ents


37

Unit 3: Facilitate Learning and Development in Groups*

Unit reference number: F/502/9548

QCF level: 3

Credit value: 6



Unit aim The aim of this unit is for learners 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 play, simulations 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 can be gathered through: questioning, discussion, witness testimony and looking at practitioner statements.

There is no requirement for this unit to be assessed separately. Pearson 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 can be used to meet the requirements of more than one learning outcome or assessment criterion.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

38

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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,

e.g

. co

st,

multi-

use

of

lear

nin

g m

ater

ials

, co

mm

on

pro

gra

mm

e; s

tuden

t ben

efits,

e.g

. co

mm

on m

essa

gin

g,

soci

al

inte

ract

ion,

exch

ange

of id

eas,

exc

han

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,

wor

king 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

, e.

g.

Tuck

man

’s m

odel

, Bel

bin

’s t

eam

role

s; g

roup

form

atio

n a

nd d

ynam

ics,

e.g

. dep

enden

ce o

n t

rain

er,

contr

ibution

freq

uen

cy a

nd p

atte

rn,

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 o

wner

ship

□

Impac

t on d

eliv

ery,

e.g

. ro

le o

f th

e pra

ctitio

ner

, e.

g.

enco

ura

gin

g

studen

t par

tici

pat

ion,

support

ing s

tuden

t le

arnin

g,

adju

stin

g g

roup

dyn

amic

, ro

le o

f th

e st

uden

t, e

.g.

ow

n 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

hod e

valu

atio

n,

e.g.

smal

l- o

r la

rge-

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,

e.g

. gro

up s

ize,

mix

of sk

ills

and

exper

ience

, w

illin

gnes

s to

tak

e on n

ew idea

s

□

Consi

der

atio

ns,

e.g

. cr

eating a

pos

itiv

e le

arnin

g e

nvi

ronm

ent,

es

tablis

hin

g s

har

ed p

urp

ose

and g

oals

, co

mm

on b

oundar

ies,

val

uin

g

of

mem

ber

contr

ibutions

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

39

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,

e.g

. hea

lth a

nd s

afet

y, r

isk

asse

ssm

ent;

saf

eguar

din

g,

e.g.

applic

atio

n o

f le

gis

lation,

org

anis

atio

nal

polic

y

□

Gro

up c

onte

xt,

e.g.

agre

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.

pre

vious

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,

e.g.

Mas

low

’s T

heo

ry o

f N

eeds,

Her

zber

g’s

Motiva

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

, e.

g.

obse

rvat

ion,

contr

ibution t

o gro

up 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 fee

dbac

k fr

om lea

rner

s in

gro

ups

□

Met

hods

to c

aptu

re fee

dbac

k, e

.g.

ow

n 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,

e.g

. le

arnin

g r

equirem

ents

, st

uden

t ow

ner

ship

of ch

anges

, co

st-b

enef

its

anal

ysis

, ex

per

tise

, tim

e, im

ple

men

tation o

f ap

pro

priat

e ch

ange

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

40

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

gro

up m

ember

s to

mee

t gro

up

and indiv

idual

lea

rnin

g

obje

ctiv

es

□

Tra

iner

fac

ilita

tion,

e.g.

man

agem

ent

of s

mal

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

, e.

g.

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,

e.g

. co

llabora

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

2.2

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.

dis

cuss

ion,

skill

s pra

ctic

e, r

ole

pla

y, c

ase

studie

s,

sim

ula

tions

□

Man

agin

g g

roup lea

rnin

g,

e.g.

esta

blis

hin

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;

suppor

ting

studen

t co

ntr

ibutions,

e.g

. co

llabora

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

Be

able

to

faci

litat

e le

arnin

g

and d

evel

opm

ent

in g

roups

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,

e.g

. hea

lth 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,

e.g.

equal

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

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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.

pra

ctic

al e

xerc

ise,

cas

e st

udie

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.

pra

ctitio

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,

e.g.

gro

up s

elf-

asse

ssm

ent,

tuto

r fe

edbac

k fr

om

obse

rvat

ion,

const

ruct

ive

feed

bac

k, f

eedbac

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

4.1

Support

sel

f-ev

aluat

ion b

y le

arner

s □

Id

entifica

tion o

f opport

unitie

s fo

r st

uden

t se

lf-e

valu

atio

n.

□

Stu

den

t se

lf-m

onitoring,

e.g.

skill

s fo

r in

div

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

, e.

g.

liste

nin

g,

com

munic

atio

n t

one,

con

tent,

st

uden

t ques

tionin

g,

resp

onse

to

studen

t re

ques

ts

□

Rec

ord

ing,

e.g.

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,

e.g.

indiv

idual

, gro

up

□

Act

ion p

lannin

g,

e.g.

furt

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

other

s re

quired

, e.

g. pra

ctitio

ner

, lin

e m

anag

er,

men

tor,

co

lleag

ues

, H

R


42

Unit 4: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

Unit reference number: D/505/0052

QCF level: 3

Credit value: 6


Unit aim The aim of this unit is to enable the learner to understand and use inclusive teaching and learning approaches to meet the needs of students. The unit includes how to create a learning environment that engages and motivates students, and the planning, delivery and evaluation of inclusive teaching and learning. It requires the learner to deliver a micro-teach session and to evaluate their own delivery practice.

The purpose of the unit is to provide learners with the opportunity to plan an inclusive teaching and learning session to meet the needs of the specified group of learners. Planning for a micro-teach session involves understanding the need for the use of different teaching and learning approaches as well as using resources and assessment that meet the needs of the subject and the students.

Having planned the session the learner has the opportunity to deliver the micro-teach session and to observe the sessions of others in order to help evaluate their own practice. They will be able to use their selected resources and assessment methods, as well as demonstrate communication skills, through delivering the session to a group of peers, who will be their learning group.

The unit includes opportunities for learners to evaluate their practice with the aid of feedback from the tutor/assessor and demonstrate their capacity to accept and act on constructive feedback. This is integral to reflective practice and using the feedback from others helps provide a more balanced perspective in self-evaluation.


There is a micro-teach requirement for this unit. Learners must have access to appropriate resources to be involved in at least one hour of micro–teaching. For this each learner must deliver at least one 15-minute micro-teach session that is observed and assessed by a member of the delivery team. For the remaining 45 minutes, the learner should observe the micro-teaching sessions of other learners, and provide written feedback. The use of video recording for individual micro teaches is recommended so as to give individuals the opportunity to review and critique their practice.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

43

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a,

un

it c

on

ten

t an

d d

elivery

gu

idan

ce

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

1.1

D

escr

ibe

feat

ure

s of

incl

usi

ve t

each

ing a

nd

lear

nin

g

□

Offer

ing e

qual

ity

of

opport

unity,

acc

essi

ble

, diffe

rentiat

ed,

studen

t ce

ntr

ed,

mee

ting

indiv

idual

nee

ds,

var

ied lea

rnin

g s

tyle

s (V

ARK),

stim

ula

ting,

active

ly e

ngag

ing,

motiva

ting,

range

of te

achin

g a

nd lea

rnin

g

styl

es

□

Pai

r- o

r sm

all-

gro

up w

ork

□

Tuto

r pre

senta

tion

□

Pers

onal

lea

rnin

g log

1.2

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

teac

hin

g a

nd lea

rnin

g

appro

aches

use

d in

ow

n a

rea

of

spec

ialis

m

in r

elat

ion t

o m

eeting

indiv

idual

lea

rner

nee

ds

□

Tea

chin

g a

ppro

aches

, e.

g.

pre

senta

tion,

video

, dem

onst

ration,

direc

ted s

tudy,

in

div

idual

or

gro

up a

ctiv

itie

s

□

Lear

nin

g a

ppro

aches

, e.

g.

studen

t-ce

ntr

ed,

lear

nin

g-b

y-doin

g,

indiv

idual

pre

senta

tions,

ex

per

imen

tation,

indep

enden

t re

sear

ch

□

Indiv

idual

/spec

ialis

t gro

up

task

□

Min

i-pre

senta

tions

and

dis

cuss

ion

□

Tab

le o

f ap

pro

aches

ac

tivi

ty

1

Under

stan

d

incl

usi

ve t

each

ing

and lea

rnin

g

appro

aches

in

educa

tion a

nd

trai

nin

g

1.3

Exp

lain

why

it is

import

ant

to p

rovi

de

opport

unitie

s fo

r le

arner

s to

dev

elop

thei

r Englis

h,

mat

hem

atic

s, I

CT a

nd

wid

er s

kills

□

Ach

ieve

men

t in

lea

rnin

g,

e.g.

skill

s fo

r em

plo

ymen

t, e

nhan

ce lea

rnin

g,

esse

ntial

fu

nct

ional

ski

lls,

emplo

yabili

ty

□

Per

sonal

ski

lls,

e.g.

abili

ty t

o co

mm

unic

ate,

tr

ansf

erab

le s

kills

, st

retc

h a

nd c

hal

lenge

studen

ts,

skill

s fo

r lif

e, a

ssis

ts p

rogre

ssio

n

and e

xplo

res

per

sonal

val

ues

□

Tuto

r pre

senta

tion

□

Sm

all–

gro

up a

ctiv

ity

□

Pers

onal

lea

rnin

g log

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

2.1

Exp

lain

why

it is

import

ant

to c

reat

e an

in

clusi

ve t

each

ing a

nd

lear

nin

g e

nvi

ronm

ent

□

Incl

usi

ve,

e.g.

valu

ing d

iver

sity

, ch

alle

ngin

g a

ntiso

cial

beh

avio

urs

, en

coura

gin

g p

eer

support

, en

coura

gin

g

lear

ner

res

ponsi

bili

ty,

mea

nin

gfu

l, lea

rnin

g

to m

axim

um

, fe

el e

motional

ly a

ccep

ted

□

Sm

all-

gro

up t

ask

□

Whole

-gro

up d

iscu

ssio

n

□

Pers

onal

lea

rnin

g log

2.2

Exp

lain

why

it is

import

ant

to s

elec

t te

achin

g a

nd lea

rnin

g

appro

aches

, re

sourc

es

and a

sses

smen

t m

ethods

to m

eet

indiv

idual

lea

rner

nee

ds

□

Appro

priat

e to

lea

rner

’s k

now

ledge

and

skill

s re

quirem

ents

, m

eeting a

sses

smen

t re

quirem

ents

and s

ched

ule

□

Suited

to g

roup s

ize

and d

iver

sity

, ac

tive

ly

engag

ing lea

rner

s, e

nco

ura

gin

g a

nd

stim

ula

ting t

he

lear

nin

g p

roce

ss,

reco

gnis

e an

d r

espond t

o indiv

idual

lea

rnin

g n

eeds

□

Tuto

r-le

d d

iscu

ssio

n

□

Pers

onal

lea

rnin

g log

2.3

Exp

lain

way

s to

en

gag

e an

d m

otiva

te

lear

ner

s

□

Engag

ing lea

rner

s, e

.g.

usi

ng s

tim

ula

ting,

varied

appro

aches

, ac

tive

, cl

ear

and

shar

ed o

utc

om

es,

indiv

idual

and g

roup

activi

ties

, en

coura

gin

g c

reat

ive

and c

ritica

l th

inki

ng

□

Usi

ng r

ange

of

teac

hin

g a

nd lea

rnin

g

appro

aches

, m

eeting a

ppro

priat

e ta

rget

s,

studen

t in

volv

emen

t, p

rovi

de

posi

tive

fe

edbac

k

□

Tuto

r pre

senta

tion

□

Min

d m

appin

g

□

Indiv

idual

res

earc

h

2

Under

stan

d w

ays

to c

reat

e an

in

clusi

ve t

each

ing

and lea

rnin

g

envi

ronm

ent

2.4

Sum

mar

ise

way

s to

es

tablis

h g

round r

ule

s w

ith lea

rner

s

□

Stu

den

t par

tici

pat

ion a

nd o

wner

ship

, neg

otiat

ion,

explo

ring d

iver

sity

, id

entify

ing

indiv

idual

and g

roup n

eeds,

enco

ura

gin

g

and v

aluin

g c

ontr

ibution

s, u

nder

stan

din

g

the

nee

d f

or r

espec

t

□

Sm

all-

gro

up t

ask

or

role

pla

y

□

Snow

bal

l ac

tivi

ty

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

3.1

D

evis

e an

incl

usi

ve

teac

hin

g a

nd lea

rnin

g

pla

n

□

Iden

tified

aim

s, a

ppro

priat

e co

nte

nt

and

leve

l, t

imin

g,

varied

tea

chin

g m

ethods

and

lear

nin

g a

ctiv

itie

s, r

esourc

es,

oppor

tunitie

s fo

r bas

ic s

kills

, fo

rmat

ive

asse

ssm

ent

opport

unitie

s, e

valu

atio

n

□

Tuto

r pre

senta

tion

□

Exe

mpla

r pla

ns

□

Indiv

idual

tas

k

3

Be

able

to p

lan

incl

usi

ve t

each

ing

and lea

rnin

g

3.2

Ju

stify

ow

n s

elec

tion

of

teac

hin

g a

nd

lear

nin

g a

ppro

aches

, re

sourc

es a

nd

asse

ssm

ent

met

hods

in r

elat

ion t

o m

eeting

indiv

idual

lea

rner

nee

ds

□

Var

ied a

ppro

aches

, in

div

idual

or

gro

up

activi

ties

, le

arner

-cen

tred

, le

arnin

g-b

y-doin

g,

active

lea

rnin

g,

rein

forc

ing

□

Res

ourc

es,

e.g.

fit-

for-

purp

ose

, in

clusi

ve,

stim

ula

ting

□

Ass

essm

ent,

e.g

. fo

rmat

ive,

fit f

or

purp

ose

, ch

ecks

and c

orre

cts

lear

nin

g,

mee

ts indiv

idual

nee

ds,

ach

ievi

ng g

oal

s

□

Sel

f-as

sess

men

t

□

Pers

onal

lea

rnin

g log

□

Gro

up/t

uto

r ev

aluat

ion

follo

win

g m

icro

-tea

ch

sess

ion

4.1

U

se t

each

ing a

nd

lear

nin

g a

ppro

aches

, re

sourc

es a

nd

asse

ssm

ent

met

hods

to m

eet

indiv

idual

le

arner

nee

ds

□

Use

of

pla

n,

engag

ing a

nd m

otiva

ting

lear

ner

s, v

arie

d incl

usi

ve a

ppro

aches

, le

arner

cen

tred

, use

of ac

tivi

ties

, ap

pro

priat

e use

of

reso

urc

es t

o e

ngag

e le

arner

s, a

sses

smen

t to

chec

k an

d c

orr

ect,

le

arnin

g t

ime

man

aged

□

Use

of

mic

ro-t

each

les

son

pla

n

□

Obse

rvat

ion b

y as

sess

or

and p

eers

□

Sel

f-as

sess

men

t

4.2

Com

munic

ate

with

lear

ner

s in

way

s th

at

mee

t th

eir

indiv

idual

nee

ds

□

Languag

e an

d lev

el t

o s

uit lea

rner

s an

d

conte

nt,

appro

priat

e pac

e, a

war

enes

s of

body

languag

e, e

ngag

ing lea

rner

s in

co

mm

unic

atio

n incl

usi

ve q

ues

tionin

g

□

Del

iver

y of

mic

ro-t

each

ing

□

Ass

esso

r/pee

rs o

bse

rvat

ion

□

Sel

f-as

sess

men

t

4

Be

able

to d

eliv

er

incl

usi

ve t

each

ing

and lea

rnin

g

4.3

Pr

ovi

de

const

ruct

ive

feed

bac

k to

lea

rner

s to

m

eet

thei

r in

div

idual

nee

ds

□

Feed

bac

k, e

.g.

appro

priat

e to

lea

rner

s,

bal

anci

ng p

osi

tive

s an

d o

pport

unitie

s fo

r im

pro

vem

ent,

spec

ific

, goal

orien

tate

d,

support

ive,

gro

up d

iscu

ssio

n,

use

of

pee

r an

d s

elf-

asse

ssm

ent

□

Del

iver

y of

mic

ro-t

each

ing

sess

ion

□

Obse

rvat

ion b

y as

sess

or

and p

eers

and s

elf-

asse

ssm

ent

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

5.1

Rev

iew

the

effe

ctiv

enes

s of

own

del

iver

y of

incl

usi

ve

teac

hin

g a

nd lea

rnin

g

□

Effec

tive

nes

s, e

.g.

choic

e an

d u

se o

f ap

pro

aches

, co

mm

unic

atin

g w

ith lea

rner

s,

leve

l of

engag

emen

t of le

arner

s, lev

el o

f par

tici

pat

ion,

appro

priat

e to

tim

ing,

mee

ting s

pec

ific

outc

om

es

□

Obse

rvat

ion r

eport

by

asse

ssor

□

Gro

up/p

eer

feed

bac

k

□

Less

on p

lan s

essi

on,

self-

eval

uat

ion

□

Pers

onal

lea

rnin

g log

5

Be

able

to e

valu

ate

the

del

iver

y of

incl

usi

ve t

each

ing

and lea

rnin

g

5.2

Id

entify

are

as f

or

impro

vem

ent

in o

wn

del

iver

y of

incl

usi

ve

teac

hin

g a

nd lea

rnin

g

□

Are

as f

or

impro

vem

ent,

e.g

. su

bje

ct

know

ledge,

alter

nat

ive

appro

aches

, pla

nnin

g,

tim

ing,

man

agin

g indiv

idual

or

gro

up a

ctiv

itie

s, lea

rner

-cen

tred

ap

pro

aches

, co

mm

unic

atio

n s

kills

□

ILP (

indiv

idual

lea

rnin

g

pla

n)

□

Ref

lect

ive

entr

y – les

son

pla

n

□

Obse

rvat

ion r

eport

by

asse

ssor

□

Gro

up/p

eer

feed

bac

k sh

eets

□

Pers

onal

lea

rnin

g log


47


Delivery

Delivery should motivate, challenge and inspire, and reinforce principles of good practice. The focus should be on student-centred approaches wherever possible. This unit requires learners to be able to demonstrate the ability to understand and use teaching and learning approaches and, therefore, delivery must focus on the practical aspects that the learner can apply in their own context.

It is important to avoid over-teaching of this unit, wherever possible, learning and teaching should draw on material from learners’ personal and professional experiences. This will help them to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment. This should enable them to develop their own planning strategies that they can use for the delivery of their micro-teach session.

Tutor presentations are important when providing underpinning knowledge, however this unit is largely concerned with the practical skills of planning, delivering and evaluating a micro-teach session. The unit gives learners the opportunity to use a variety of approaches and ICT and internet resources that learners may have not previously used in their practice.

The main focus of this unit is for the tutor to set up and conduct micro–teach sessions. It is important for learners to have a clear understanding of the requirements of the session so that they are able to produce appropriate session plans, resources and assessment activities to meet the needs of the selected subject matter and the learning group. Time should be taken by tutors to ensure that all learners are familiar with the criteria addressed in the teaching observation report that will be produced by the tutor/assessor as this forms a part of the assessed evidence for this unit.

Delivery should emphasise the need for self- and peer- assessment, support learners in developing reflective practice and stress the importance of giving constructive feedback on the observation of others. This unit is particularly important in developing the skills necessary for completing effective personal learning logs and individual learning plans.


Delivery of these learning outcomes needs to emphasise the variety of different approaches to teaching and learning so that learners can appreciate the importance of diversity. A small-group activity can give learners the opportunity to evaluate the effectiveness of different approaches to learning and teaching, linking it to the importance of an inclusive approach.

To support planning active engagement, the VARK questionnaire helps learners to understand the learning process from different perspectives. Kolb’s learning cycle can be used as a means of providing a structure for group-work planning for a 30-minute session. Divide learners into four groups, where each group can match to one stage (perhaps using lists or cards):

one group starts with ‘Activity’,

one with ‘Review’,

one with ‘Theory’ and

one with ‘Apply’ (or Plan).


48

Each group should make a point of establishing ground rules with other learners in their group before drawing up plans to include suggestions for resources and assessment opportunities, and opportunities for literacy, language, numeracy and ICT. This could be followed by small-group mini–presentations, with justification of choices made for engaging and motivating learners.

Presentations should be followed by a whole-group discussion focusing on the effectiveness of selected approaches and how they support an inclusive approach. It is important to develop assessment strategies that allow some of the group activities to be captured as evidence which individuals can then use to contribute to part of their own portfolio evidence. This will reduce the risk of over-assessment and encourage learners to use assessment more effectively in their teaching.

Delivery of all learning outcomes should make use of individual reflective practice so that learners take the opportunity to relate their learning to ways of developing and improving their practice.

Learning outcome 3

This learning outcome encompasses a learner-centred activity and requires each individual to prepare a session plan for the minimum of a 15-minute micro-teach session. The choice of topic for the session can be prescribed by the tutor or left to the learner to choose. The most effective activity tends to be based on a subject the learner has not previously delivered as it creates more of a level playing field between members of the group.

Learning outcome 4

This is a practical learning outcome involving the individual learner delivering the micro-teach session plan. The tutor will be required to manage the planning and timing for the delivery of all micro-teach sessions for the group so that learners observe for a minimum of 45 minutes in addition to their own session. The tutor is also responsible for providing written and verbal feedback to each learner.

Recording of individual micro-teaches is recommended in order to provide the learner with the opportunity to review their own performance before writing up their more detailed evaluation.

Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Suggested activities cover the assessment criteria and are for guidance but can be adapted to meet local needs, however at least 1 hour of micro-teaching must be undertaken. This hour is made up of delivering a minimum of a 15-minute session supplemented by at least 45 minutes observing the micro-teaching sessions of others.

It is important to identify opportunities to make use of naturally occurring evidence wherever possible. This could include recording group activities, where learners actively participate in generating evidence, that meet with the requirements of specific assessment criteria. This does mean that the assessor must develop an appropriate form of recording evidence that captures the individual contributions. It may be necessary to provide additional information, such as an additional activity or professional discussion, where a learner fails to demonstrate sufficient evidence during the group work.

Each learner must provide an individual session plan to cover the teaching and learning approaches for the micro-teach session, along with resources and assessment materials used.


49

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. This observation provides evidence of assessment of skills in a practical context. Each micro-teach session should also provide the opportunity for a written record of peer feedback, which the learner then needs to use when undertaking their self-evaluation. For the additional 45 minutes, learners must observe the micro-teaching sessions of other learners. This should be used to contribute assessment evidence, such as through the inclusion of peer observation feedback.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Cri

teri

a

covere

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

1.1

, 1.2

2.4

As

a co

llabora

tive

act

ivity

in y

our

gro

ups

use

your

range

of e

xper

ience

s dis

cuss

fea

ture

s of

incl

usi

ve t

each

ing a

nd lea

rnin

g a

nd u

se a

flip

char

t (o

r eq

uiv

alen

t) t

o r

ecord

your

findin

gs

In y

our

gro

up,

com

par

e th

e st

rength

s an

d lim

itat

ions

of th

e se

lect

ed t

each

ing a

nd lea

rnin

g

appro

aches

and r

ecord

them

. D

escr

ibe

to o

ther

mem

ber

s of

the

gro

up h

ow a

ppro

aches

use

d in

your

area

of

spec

ialis

m m

eet

indiv

idual

stu

den

t nee

ds.

Sum

mar

ise

way

s to

est

ablis

h g

round r

ule

s w

ith s

tuden

ts.

Rec

ord

ed g

roup

evid

ence

Pers

onal

lea

rnin

g

log

1.3

2.1

, 2.2

, 2.3

Exp

lain

why

it is

import

ant

to g

ive

studen

ts o

pport

unitie

s to

dev

elop t

hei

r Englis

h,

mat

hem

atic

s,

ICT a

nd w

ider

ski

lls.

Exp

lain

why

it is

import

ant

to c

reat

e an

incl

usi

ve t

each

ing a

nd lea

rnin

g e

nvi

ronm

ent.

Exp

lain

why

it is

import

ant

to s

elec

t te

achin

g a

nd lea

rnin

g a

ppro

aches

, re

sourc

es a

nd a

sses

smen

t m

ethods

to m

eet

indiv

idual

stu

den

t nee

ds.

Exp

lain

way

s to

engag

e an

d m

otiva

te s

tuden

ts.

Pers

onal

lea

rnin

g

log –

tar

get

ed

reflec

tive

act

ivitie

s

1.1

3.1

, 3.2

4.1

, 4.2

, 4.3

5.1

, 5.2

To d

emonst

rate

your

under

stan

din

g o

f th

e princi

ple

s of

pla

nnin

g y

ou h

ave

the

chan

ce t

o g

ive

a m

icro

-tea

ch o

n a

subje

ct y

ou h

ave

not

taught

bef

ore.

This

could

be

a hobby

or

per

sonal

inte

rest

, th

e ch

oic

e is

yours

. H

owev

er,

what

is

import

ant

is t

hat

you

hav

e so

me

know

ledge

and c

onfiden

ce

with t

he

topic

, so

that

you c

an c

once

ntr

ate

on t

he

actu

al p

rese

nting, te

achin

g a

nd lea

rnin

g.

The

purp

ose

s of

the

mic

ro-t

each

ing a

re t

o:

gai

n e

xper

ience

of tim

e m

anag

emen

t an

d m

anag

ing lea

rnin

g (

and s

tuden

ts)

use

a r

ange

of

teac

hin

g a

nd lea

rnin

g a

ctiv

itie

s in

a ‘sa

fe’ en

viro

nm

ent

al

low

for

feed

bac

k fr

om t

uto

r an

d s

tuden

ts

pro

vide

an o

pport

unity

for

reflec

tion a

nd e

valu

atio

n o

f ow

n p

ract

ice

and p

erfo

rman

ce.

Exa

mple

s of

topic

s ch

ose

n h

ave

incl

uded

mak

ing g

reet

ing c

ards,

nap

kin f

old

ing,

yoga,

golf,

tyin

g

knots

, birdw

atch

ing,

rese

arch

ing fam

ily h

isto

ry a

nd lea

rnin

g b

asic

sig

n lan

guag

e. T

he

more

pra

ctic

al a

ctiv

itie

s te

nd t

o b

e th

e m

ost

inte

rest

ing.

Sel

ecte

d

bac

kgro

und

pre

par

atio

n

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

51

Cri

teri

a

covere

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

1.1

3.1

, 3.2

4.1

, 4.2

, 4.3

5.1

, 5.2

You M

UST b

ase

your

pla

nnin

g o

n a

ppro

priat

e tim

e m

anag

emen

t w

ithin

the

tim

e al

low

ed

so y

ou d

o n

ot

try

to d

o to

o m

uch

in t

he

limited

tim

e. F

or

exam

ple

:

Set

ting u

p for

the

mic

ro-t

each

= 5

min

ute

s

Del

iver

ing t

he

mic

ro-t

each

= 1

5 m

inute

s

Eva

luat

ion fee

dbac

k fr

om o

ther

s =

10 m

inute

s

Mic

ro-t

each

ing s

essi

on =

30 m

inute

s to

tal

Plan

your

sess

ion u

sing t

he

pro

vided

bla

nk

sess

ion p

ro f

orm

a to

dec

ide

the

aim

(w

hat

yo

u w

ant

to a

chie

ve)

and o

bje

ctiv

es (

what

you

wan

t yo

ur

studen

ts t

o be

able

to d

o).

Use

your

know

ledge

of yo

ur

sele

cted

topic

and y

our

studen

ts t

o s

elec

t a

num

ber

of

appro

priat

e te

achin

g m

ethods

and lea

rnin

g a

ctiv

itie

s an

d a

lloca

te t

imin

gs

to y

our

mic

ro-

teac

h s

essi

on p

lan.

Mak

e a

note

of

the

reso

urc

es t

o b

e use

d t

o su

pport

eac

h a

ctiv

ity

and p

rovi

de

pap

er-

bas

ed e

xam

ple

s w

ith y

our

pla

n (

wher

e poss

ible

). I

n t

he

pla

n,

iden

tify

at

leas

t one

opport

unity

to u

se a

n a

ppro

priat

e as

sess

men

t m

ethod,

to c

hec

k le

arnin

g,

at s

om

e poin

t in

the

sess

ion.

Del

iver

your

topic

to y

our

gro

up u

sing t

he

pre

par

ed s

essi

on p

lan,

mak

ing s

ure

to

com

munic

ate

effe

ctiv

ely

and a

ppro

priat

ely

with indiv

idual

stu

den

ts a

nd d

emonst

rate

good p

ract

ice

in g

ivin

g fee

dbac

k to

lea

rner

s.

As

soon a

s poss

ible

follo

win

g t

he

sess

ion,

com

ple

te t

he

sess

ion e

valu

atio

n s

ection o

f th

e le

sson p

lan a

nd u

se t

his

when

com

ple

ting y

our

per

sonal

lea

rnin

g log –

whic

h s

hould

in

clude

your

revi

ew o

f th

e se

ssio

n b

ased

on t

he

obse

rvat

ion f

eedbac

k fr

om

the

tuto

r-obse

rver

and o

ther

fee

dbac

k.

Com

ple

te a

n o

bse

rvat

ion f

orm

for

each

obse

rved

mic

ro-t

each

ing s

essi

on a

nd p

rovi

de

feed

bac

k to

your

pee

rs.

Use

this

info

rmat

ion w

hen

eva

luat

ing y

our

own a

ppro

aches

in

ord

er t

o iden

tify

pos

sible

way

s to

im

pro

ve o

r dev

elop y

our

pra

ctic

e.

Less

on p

lan

Sam

ple

res

ourc

es

Sam

ple

ass

essm

ent

mat

eria

ls

Tuto

r/as

sess

or

obse

rvat

ion f

eedbac

k re

port

Peer

fee

dbac

k re

cord

Sel

f-ev

aluat

ion a

nd

per

sonal

lea

rnin

g log


52

Suggested resources

Books

Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609

Wiliam D - Embedded Formative Assessment (Solution Tree Press, 2011) ISBN 9781934009307

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


Websites

www.bis.gov.uk Department for Business, Innovation and Skills (BIS)



www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)



53

Unit 5: Understanding Assessment in Education and Training

Unit reference number: R/505/0050

QCF level: 3

Credit value: 3


Unit aim The aim of this unit is to enable the learner to understand how different types and methods of assessment are used in education and training. The unit covers ways to involve students in assessment and requirements for record keeping.

The unit addresses the need for learners to understand how types and methods of assessment can be used both to check and correct learning as an integral part of education and training. It is also important for learners to have the opportunity to review the role, particularly of formative assessment, in a teaching or training context, and the relative strengths and weaknesses of different methods. Using basic principles, learners will be able to select appropriate approaches to formative assessment that meet learners’ needs, as well as specific assessment requirements. This will encourage the practice of assessment becoming an integral part of the learning process.

This unit highlights ways to actively involve individuals in the assessment process, recognising the role of self- and peer-assessment, and the use of constructive feedback to encourage the sharing of responsibility for assessment with learners.

The unit focuses on the need for assessment to be recorded, both formally and informally, in a way that can be shared with the students, the assessor and the organisation. Assessment records provide a measure of students’ achievement, and targets for action planning, and should support learning, but may also be required formally as a part of the organisation’s quality assurance process.


There are no special requirements for this unit.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a,

un

it c

on

ten

t an

d d

elivery

gu

idan

ce

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

1.1

Exp

lain

the

purp

ose

s of

types

of as

sess

men

t use

d in e

duca

tion a

nd

trai

nin

g

□

Who it

is f

or

lear

ner

, tr

ainer

, as

sess

or,

org

anis

atio

n,

emplo

yer

□

Typ

es,

e.g.

inte

rnal

or

exte

rnal

outc

om

e,

esta

blis

h e

xist

ing k

now

ledge,

ski

lls n

eeds,

le

arnin

g c

hec

k, m

easu

re a

gai

nst

sta

ndar

ds

□

Tuto

r pre

senta

tion

□

Sm

all-

gro

up w

ork

1.2

D

escr

ibe

char

acte

rist

ics

of

diffe

rent

met

hods

of

asse

ssm

ent

in

educa

tion a

nd t

rain

ing

□

Met

hods,

e.g

. ap

pro

priat

e to

stu

den

t or

to

subje

ct,

writt

en t

esting o

f kn

ow

ledge,

pra

ctic

al

or

obse

rvat

ion o

f sk

ills,

ques

tionin

g o

f under

stan

din

g (

writt

en a

nd o

ral)

, st

andar

dis

ed

agai

nst

ass

essm

ent

or

per

form

ance

crite

ria

□

Char

acte

rist

ics

e.g.

shar

ing lea

rnin

g g

oal

s w

ith

lear

ner

s, f

eedbac

k, s

etting n

ext

step

s

□

Sm

all-

gro

up w

ork

□

Cas

e st

udie

s – u

sing

exam

ple

s of

asse

ssm

ent

met

hods

1.3

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

diffe

rent

asse

ssm

ent

met

hods

in r

elat

ion t

o

mee

ting indiv

idual

le

arner

nee

ds.

□

Str

ength

s, e

.g.

appro

priat

e to

subje

ct,

studen

t fr

iendly

, dev

elopm

enta

l, lea

din

g t

o fe

edbac

k,

valid

ity,

fai

rnes

s

□

Lim

itat

ions

e.g.

studen

t an

xiet

y, s

nap

shot

per

form

ance

, difficu

lt t

o a

dm

inis

ter,

unre

liable

, in

consi

sten

t

□

Buzz

gro

ups

□

Sm

all-

gro

up w

ork

□

Pers

onal

lea

rnin

g log

1

Under

stan

d t

ypes

an

d m

ethod

s of

asse

ssm

ent

use

d

in e

duca

tion a

nd

trai

nin

g

1.4

Exp

lain

how

diffe

rent

asse

ssm

ent

met

hods

can b

e ad

apte

d t

o

mee

t in

div

idual

lea

rner

nee

ds.

□

Diffe

rentiat

ed a

ctiv

itie

s, e

.g.

pre

senting in a

diffe

rent

form

at,

tran

slat

ions,

rec

ord

ed

dis

cuss

ion,

extr

a tim

e, d

igital re

cord

ing,

use

of

a sc

ribe

or

read

er,

adap

ted f

or

ICT o

r e-

asse

ssm

ent

□

Pair w

ork

□

Pers

onal

lea

rnin

g log

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce

2.1

Exp

lain

why

it is

import

ant

to invo

lve

lear

ner

s an

d o

ther

s in

th

e as

sess

men

t pro

cess

□

Import

ance

, e.

g.

mea

nin

gfu

l, a

ctiv

e en

gag

emen

t, s

tuden

t m

otiva

tion,

reco

gnis

e prior

lear

nin

g,

enco

ura

ge

self-a

sses

smen

t,

neg

otiat

ion g

oal

s, c

ontr

ibuting t

o lea

rnin

g p

lan

impro

ves

lear

nin

g,

crea

tes

ow

ner

ship

□

Rea

sons

oth

ers

invo

lved

, e.

g.

qual

ity

assu

rance

, st

andar

dis

atio

n,

consi

sten

cy

□

Tuto

r pre

senta

tion

□

Pair w

ork

2.2

Exp

lain

the

role

and

use

of

pee

r- a

nd s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

□

Role

s, e

.g.

lear

ner

invo

lvem

ent,

chec

king o

wn

lear

nin

g,

pee

r su

pport

and p

eer

teac

hin

g,

dev

elopin

g a

sses

smen

t sk

ills,

rec

ognis

ing o

wn

stre

ngth

s an

d n

eeds,

set

ting a

nd o

wnin

g g

oal

s

□

Sm

all-

gro

up w

ork

□

Pers

onal

lea

rnin

g log

2

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

the

asse

ssm

ent

pro

cess

2.3

Id

entify

sou

rces

of

info

rmat

ion t

hat

sh

ould

be

mad

e av

aila

ble

to lea

rner

s an

d o

ther

s in

volv

ed in

the

asse

ssm

ent

pro

cess

□

Sourc

es,

e.g.

voca

tional

or

pro

fess

ional

st

andar

ds,

aw

ardin

g o

rgan

isat

ion p

erfo

rman

ce

or

asse

ssm

ent

criter

ia,

asse

ssm

ent

tim

ing a

nd

venue,

appea

ls p

roce

dure

, ev

iden

ce

requirem

ents

, re

cord

ing p

roce

dure

s,

stan

dar

dis

atio

n

□

Indiv

idual

tas

k or

conte

xt p

airs

□

Cas

e st

udy

3.1

D

escr

ibe

key

feat

ure

s of

const

ruct

ive

feed

bac

k

□

Feat

ure

s, e

.g.

dev

elop

men

tal, r

elev

ant,

im

med

iate

, fa

ctual

, hel

pfu

l, c

onfiden

tial

, re

spec

tful, t

ailo

red,

clea

r an

d s

pec

ific

to

asse

ssm

ent

requirem

ents

□

Tuto

r pre

senta

tion

□

Min

d m

appin

g

3

Under

stan

d t

he

role

and u

se o

f co

nst

ruct

ive

feed

bac

k in

the

asse

ssm

ent

pro

cess

3.2

Exp

lain

how

co

nst

ruct

ive

feed

bac

k co

ntr

ibute

s to

the

asse

ssm

ent

pro

cess

□

Contr

ibution o

f fe

edbac

k, e

.g.

build

ing o

n

lear

nin

g t

hro

ugh c

reat

ing lea

rnin

g

opport

unitie

s, b

uild

ing s

tuden

t co

nfiden

ce,

empow

erin

g,

neg

otia

ting g

oal

s, a

ctio

n

pla

nnin

g.

eval

uat

ion o

f pro

cess

□

Tuto

r pre

senta

tion

□

Role

pla

y

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

56

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k to

lea

rner

s

□

Way

s to

giv

e fe

edbac

k, e

.g.

writt

en o

r ve

rbal

, fe

edbac

k sa

ndw

ich (

pra

ise,

critici

sm,

pra

ise)

, ‘m

edal

and m

issi

on’, s

upport

ive,

goa

l drive

n,

non-j

udgem

enta

l, 1

x1,

gro

up,

self a

nd p

eer

asse

ssm

ent

□

Role

pla

y

4.1

Exp

lain

the

nee

d t

o

keep

rec

ord

s of

asse

ssm

ent

of

lear

nin

g

□

Req

uirem

ents

, e.

g.

trac

king s

tuden

t’s

pro

gre

ss,

tuto

r’s

indiv

idual

and g

roup r

ecord

s of

achie

vem

ent,

cou

rse

revi

ew,

org

anis

atio

n

audit,

report

ing,

emplo

yer

requirem

ents

, qual

ity

assu

rance

, co

urs

e se

lf-a

sses

smen

t an

d

impro

vem

ent

□

Cas

e st

udie

s

□

Pers

onal

lea

rnin

g log

4

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

educa

tion a

nd

trai

nin

g

4.2

Sum

mar

ise

the

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in a

n

org

anis

atio

n

□

Req

uirem

ents

for

reco

rds,

e.g

. in

tern

al -

co

urs

e or

team

rep

ort

ing,

per

form

ance

in

dic

ators

, ve

rifica

tion a

nd q

ual

ity

assu

rance

, org

anis

atio

n r

eport

ing

□

Ext

ernal

- a

war

din

g o

rgan

isat

ion,

insp

ection o

r le

ague

table

s, p

rofe

ssio

nal

bodie

s, f

undin

g

□

Sm

all-

gro

up t

ask

□

Sam

ple

pro

form

a

□

Pers

onal

lea

rnin

g log

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

D

eli

very

gu

idan

ce


57


Delivery

Delivery should motivate, challenge and inspire learners, and reinforce the principles of good practice. The focus should be on learner-centred approaches wherever possible. 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. Buzz groups, pair working and group discussions will allow learners to compare and contrast different working practices and contexts with others in the group.

Wherever possible, learning and teaching should draw on material from learners’ personal and professional experiences. The Award assessment may require new knowledge and be better suited to tutor presentations. This Award does not require individuals to have any teaching or training experience but where they do then this can be shared effectively through the use of discussion or mini-presentations. Where assessment is involved, learners may be able to draw on their personal experiences as learners being assessed!

The use of ICT should be encouraged for setting up forums or discussion groups to support the sharing of skills, knowledge and experiences with assessment. It may even be possible to explore the use of e-portfolios or other forms of e-assessment.

Learning outcome 1

Tutor presentations could be used to provide underpinning knowledge through samples of the range of assessment types from various contexts. This needs to be developed through small-group work or discussion.

A small-group activity could be used to evaluate strengths and weaknesses of different methods of assessment, based on specific, identified student needs. Contexts supplied by members of the group can be used or, if learners lack relevant experience, specific tasks can be set, for example:

criterion versus norm referencing,

formative versus summative,

initial or diagnostic.

This should be followed by feedback to the group.


Where new knowledge is required, tutor presentation is the most efficient delivery approach but this should then be reinforced through learner-centred activities such as self- or peer-assessment.

Based on the learning cycle, Activity, Review, Theory and Apply (Plan) - a small-group activity could be used to create:

one assessment activity based on self-assessment, and

one assessment activity based on peer assessment.

This should be followed by a whole-group activity for groups to exchange assessment activities and discuss sources of information that should be made available to learners and others involved in the assessment process. This could be recorded and included as evidence in individual portfolios. The tutor should support this with a witness statement recording individual contributions to the group activity and set additional work, if required, to ensure that all learners can own the evidence.


58

With the right balance of learners and an appropriate activity, delivery could include a role play activity, so that learners can undertake peer assessment and provide constructive feedback. Not all learners are comfortable with role play, therefore small-group activities or discussion could be used to achieve similar results. It is also very important to prepare the role play activity carefully to ensure that learners are actively engaged.

Learning outcome 4

Tutor presentation is probably the most appropriate approach to cover the mechanics of record keeping as there is no requirement for learners to have any teaching experience. Learners from different contexts may have specific knowledge of approaches to keeping assessment evidence but lack breadth of understanding, especially in justifying the requirement for record keeping.

As learners will have individual specialist areas or subjects then delivery should include the opportunity for individual research activities to clarify specific assessment and record keeping requirements of external bodies or organisations. This gives learners an opportunity to produce individual reports which they can then summarise for the group, though it is important to remember to avoid over-teaching or over-assessing for this unit.

Assessment

The centre will mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. The table on the following pages shows a programme of suggested assessment activities that cover the criteria in the learning outcomes, assessment criteria, unit content and delivery guidance for the unit. These assessment activities are for guidance only and it is recommended that centres write their own assignments or adapt Pearson assignments to meet local needs and resources.

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 receive and respond to feedback effectively.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

59

Cri

teri

a

covere

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

1.1

, 1.2

, 1.3

, 1.4

2.1

, 2.2

, 2.3

3.1

, 3.2

, 3.3

Indiv

idual

writt

en r

efle

ctiv

e ac

tivi

ty

Bas

ed o

n y

our

mic

rote

achin

g s

essi

on:

W

hat

was

the

purp

ose

beh

ind t

he

choic

e of

the

typ

e o

f as

sess

men

t use

d?

W

hat

are

the

char

acte

rist

ics

of

asse

ssm

ent

meth

od

s use

d?

H

ow

mig

ht

you a

dap

t th

em in t

he

futu

re t

o m

eet

diffe

rent

lear

ner

nee

ds?

As

par

t of

the

mic

ro-t

each

ing y

ou o

bse

rved

the

sess

ions

of

your

pee

rs a

nd p

rovi

ded

fee

dbac

k on

thei

r se

ssio

ns.

How

did

you g

o a

bou

t m

akin

g y

our

feed

bac

k co

nst

ruct

ive?

How

did

the

feed

bac

k pro

vided

by

the

tuto

r an

d y

our

pee

rs c

ontr

ibute

to t

he

asse

ssm

ent

pro

cess

fro

m y

our

mic

ro-

teac

hin

g s

essi

on?

Evi

den

ce fro

m c

lass

gro

up

act

ivit

y u

sed t

o:

cr

eate

one

asse

ssm

ent

activi

ty b

ased

on s

elf-

asse

ssm

ent

cr

eate

one

asse

ssm

ent

activi

ty b

ased

on p

eer

asse

ssm

ent

id

entify

sourc

es o

f in

form

atio

n f

or

lear

ner

s an

d o

ther

s in

volv

ed in t

he

asse

ssm

ent

pro

cess

.

Ass

essm

ent

exam

ple

/s

from

mic

ro-t

each

ing

sess

ion

Ass

essm

ent

met

hods,

st

rength

s an

d lim

itat

ions

table

TW

O a

sses

smen

t ac

tivi

ties

fr

om

gro

up a

ctiv

ity

plu

s su

mm

ary

of

sourc

es

Pers

onal

lea

rnin

g log –

re

flec

tive

act

ivity

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

60

Cri

teri

a

covere

d

Ass

ess

men

t act

ivit

y

Ass

ess

men

t evid

en

ce

4.1

, 4.2

You h

ave

succ

essf

ully

gai

ned

a t

each

ing p

osi

tion w

ith a

new

tra

inin

g p

rovi

der

. The

org

anis

atio

n

has

ask

ed y

ou t

o s

ugges

t a

con

ten

t sh

eet

for

the

cours

e fo

lder

for

a new

cours

e th

ey w

ill b

e dev

elopin

g.

Ref

lect

ive

task

What

rec

ord

s w

ill y

ou r

equire

and w

hy:

to

tra

ck indiv

idual

lea

rner

s’ p

rogre

ss o

r re

cord

s of

achie

vem

ent

to

tra

ck p

rogre

ss a

cross

a g

roup o

f le

arner

s

to

contr

ibute

to c

ours

e re

view

s an

d e

valu

atio

ns

to

mee

t w

ith e

mplo

yer

requirem

ents

fo

r in

tern

al q

ual

ity

assu

rance

What

rec

ord

s ar

e re

quired

for:

in

tern

al v

erific

atio

n a

nd q

ual

ity

assu

rance

ex

tern

al a

uditors

or

stan

dar

ds

verifier

s

aw

ardin

g o

rgan

isat

ions

or

insp

ections?

Tab

le t

o s

how

exa

mple

s of

types

of

reco

rd n

eed f

or

the

reco

rd

Pers

onal

lea

rnin

g log –

re

flec

tive

act

ivity


61

Suggested resources

Books

Gravells A - Principles and Practice of Assessment in the Lifelong Learning Sector (Learning Matters, 2011) ISBN 9780857252609

Wallace S - Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629

Wiliam D - Embedded Formative Assessment, 1st Edition (Solution Tree Press, 2011) ISBN 9781934009307

Journal


Websites



www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)



62

Unit 6: Understanding the Principles and Practices of Assessment*

Unit reference number: D/601/5313

QCF level: 3

Credit value: 3



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, Pearson 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. Pearson 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.

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

63

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

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,

e.g

. 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 for

purp

ose

, as

sess

men

t ag

ainst

sta

ndar

ds

and

per

form

ance

/ass

essm

ent

criter

ia,

mon

itoring d

evel

opm

ent,

evi

den

ce

for

per

form

ance

rev

iew

/tar

get

s/ b

ench

mar

king,

contr

ibuting t

o

qual

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

, e.

g.

who is

it for

– lea

rner

, tr

ainer

, as

sess

or,

org

anis

atio

n,

emplo

yer?

, as

sess

men

t as

par

t of th

e le

arnin

g o

r tr

ainin

g c

ycle

, e.

g.

to r

ecognis

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,

e.g

. Ban

dle

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

1.3

Exp

lain

the

resp

onsi

bili

ties

of

the

asse

ssor

□

Ran

ge

of

resp

onsi

bili

ties

, e.

g.

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

, e.

g.

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

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

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,

e.g

. O

fqual

, Sec

tor

Ski

lls C

ounci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lea

rnin

g;

oth

er r

egula

tions,

e.

g.

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

/dis

abili

ty leg

isla

tion,

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,

com

munic

atin

g

dec

isio

ns

with s

tuden

ts,

stan

dar

dis

atio

n,

moder

atio

n a

nd q

ual

ity

assu

rance

of

asse

ssm

ent

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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, fit f

or

purp

ose

, e.

g.

studen

t nee

ds,

conte

xt,

mea

sure

s of

achie

vem

ent,

e.g

. per

form

ance

crite

ria,

ass

essm

ent

criter

ia,

leve

ls s

tandar

ds,

pra

ctic

al lim

itat

ions,

e.g

. 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,

e.g.

addre

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,

e.g

. obse

rvat

ion,

per

form

ance

evi

den

ce,

dis

cuss

ion,

witnes

s/st

uden

t st

atem

ent,

tes

ts,

multip

le-c

hoic

e ques

tions,

writt

en a

ctiv

ity,

ref

lect

ive

journ

al,

verb

al

ques

tionin

g,

nat

ura

lly o

ccurr

ing e

viden

ce,

spec

ific

nee

ds

3.2

Eva

luat

e th

e ben

efits

of u

sing a

holis

tic

appro

ach t

o a

sses

smen

t □

Ben

efits,

e.g

. co

st a

nd t

ime

effe

ctiv

enes

s, m

otiv

atio

nal

for

studen

ts,

e.g.

pro

moting s

tuden

t re

sponsi

bili

ty a

nd s

tuden

t in

volv

emen

t, u

se

of

nat

ura

lly o

ccurr

ing e

viden

ce,

exper

iential

lea

rnin

g,

linki

ng

diffe

rent

aspec

ts o

f le

arnin

g t

hro

ugh a

sses

smen

t, t

ransf

eren

ce o

f sk

ills,

work

-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

outc

om

es/a

sses

smen

t cr

iter

ia,

linke

d k

now

ledge-

bas

ed a

nd

per

form

ance

-bas

ed a

sses

smen

t opport

unitie

s

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 as

sess

men

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

to s

pec

ific

conte

xt,

studen

t nee

ds,

pre

fere

nce

s, w

ork

pla

ce –

opport

unitie

s to

use

lin

k par

ticu

larly

bet

wee

n k

now

ledge

and

under

stan

din

g t

o sk

ills

requirem

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

priate

to

num

ber

of le

arnin

g o

utc

om

es/a

sses

smen

t cr

iter

ia

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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,

e.g.

org

anis

atio

nal

culture

, ap

pro

priat

e opport

unitie

s fo

r as

sess

men

t, s

taff o

ccupat

ional

or

asse

ssm

ent

exper

ience

; pra

ctic

al r

isks

, e.

g.

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.

occu

pat

ional

com

pet

ence

, re

sponsi

bili

ty,

motiva

tion;

asse

ssm

ent

risk

s, e

.g.

tim

ing,

range,

suffic

iency

, bia

s, fai

rnes

s

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,

e.g

. id

entify

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,

e.g.

pla

nnin

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

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,

e.g

. in

itia

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,

e.g.

targ

ets,

goal

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.

org

anis

atio

n,

colle

agues

, em

plo

yers

, pee

rs,

witnes

ses

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

that

shou

ld b

e m

ade

avai

lable

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

, e.

g.

awar

din

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,

e.g.

spec

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.

pre

par

atio

n,

spec

ific

nee

ds,

act

ivity,

evi

den

ce r

equired

, as

sess

men

t dec

isio

ns

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Exp

lain

how

pee

r- a

nd 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.

form

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

ap

pea

ring c

hal

lengin

g o

r co

nfr

onta

tional

; fo

rmal

or

info

rmal

sel

f-as

sess

men

t, e

.g.

SAR (

Sel

f-Ass

essm

ent

Rev

iew

), 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

4.4

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,

e.g.

iden

tify

ing s

pec

ific

lea

rnin

g/a

sses

smen

t nee

ds,

ran

ge

of a

sses

smen

t m

ethods,

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,

e.g

. dig

ital re

cord

ing,

audio

/vis

ual

, sc

ribe

5

Under

stan

d h

ow

to

mak

e as

sess

men

t dec

isio

ns

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 ev

iden

ce,

e.g.

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

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

, e.

g.

clea

rly

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, as

sess

men

t dec

isio

ns

are

fair,

e.g.

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

– p

repar

atio

n,

pla

nnin

g p

roce

ss,

asse

ssm

ent

outc

om

es,

i.e.

pro

duct

, ben

chm

arki

ng a

nd m

easu

res

of ac

hie

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

6.2

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.

com

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,

e.g.

obse

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

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

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.

clea

rly

writt

en a

ppea

ls

and g

riev

ance

pro

cedure

s, a

cces

sible

sys

tem

s fo

r ap

pea

ls,

e.g.

docu

men

ts for

appea

ls,

appro

priat

e st

affing f

or m

anag

emen

t of

appea

ls,

confiden

tial

ity,

non

-dis

crim

inat

ory

polic

y, a

pplic

ation in

pra

ctic

e, r

ecord

ing o

f ou

tcom

es,

clea

r pap

er t

rail

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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 a

sses

smen

t ev

iden

ce,

e.g.

por

tfolio

s,

asse

ssm

ent

reco

rds,

obse

rvat

ion r

ecor

ds,

phys

ical

evi

den

ce,

studen

t an

d w

itnes

s st

atem

ents

; m

anag

emen

t of

asse

ssm

ent

reco

rds,

e.g

. st

ora

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

, e.

g.

studen

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,

e.g.

Ofq

ual

, aw

ardin

g o

rgan

isat

ion,

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,

e.g.

know

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

8.1

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.

asso

ciat

ed w

ith 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

, e.

g.

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,

e.g

. st

andar

dis

atio

n,

shar

ing g

ood p

ract

ice,

w

ork

shad

owin

g,

pee

r obse

rvat

ion,

in-s

ervi

ce t

rain

ing,

casc

adin

g

trai

nin

g,

continuin

g p

rofe

ssio

nal

dev

elopm

ent

8

Under

stan

d t

he

legal an

d 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

te

chnolo

gy

can m

ake

to t

he

asse

ssm

ent

pro

cess

□

Appro

priat

e te

chnolo

gy,

e.g

. in

itia

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 foru

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,

e.g.

soft

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

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

ation a

nd t

hei

r im

pac

t on

indiv

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,

e.g.

visu

al/a

uditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

, flex

ibili

ty in a

ppro

ach t

o pla

nnin

g o

f as

sess

men

t an

d q

ual

ity

assu

rance

, e.

g.

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.

self-a

sses

smen

t, S

WO

T 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

exp

ertise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to

asse

ssm

ent

pla

ns,

dev

elopin

g t

echnolo

gie

s to

ext

end a

nd e

nhan

ce

asse

ssm

ent

pro

cess

, co

ntr

ibuting t

o c

urr

iculu

m d

evel

opm

ent


70

13 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:

Pearson 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


71

14 Professional development and training

Pearson 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.

Your BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our BTEC support team to help you whenever – and however – you need, with:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist


72

Annexe A

(Sample) Micro-teach Session Plan

MICRO-TEACH SESSION PLAN

Teacher

Tutor/ Observer

Learning Group

Date

Resources necessary for session Specific needs, e.g. differentiation, H&S

Key skills/ functional skills opportunities

Timing

Topic

Knowledge Skills

Teacher

activities

Learning

activities

Learning checks

Introduction


73

Timing Topic

Knowledge

Skills

Teacher

activities

Learning

activities

Learning checks

Summing up

Conclusion

Self evaluation of micro-teach session

Issues arising:

Strengths:

Possible changes/alternative approaches/ICT opportunities:


74

Annexe B

(Sample) Micro-teach Tutor Observation Feedback Pro Forma

Micro-teach Session-Tutor Observation Feedback

Learner

Date of observation

Session

Length of session

Observing tutor

Number in class

Objectives

Excellent

Good

Satisfactory

Develop

Plans effectively and sets clear objectives that are understood

Demonstrates good subject knowledge and understanding

Teaching/training methods used enable all students to learn effectively

Students are well managed and appropriate standards maintained

Productive outcomes achieved

Effective use made of time and resources

Conclusions and feedback

Strengths


75

Areas for development

Learner signature:

Date:

Tutor signature:

Date:


76

Annexe C

(Sample) Peer Micro-teach Assessment Pro Forma

Micro-teach Peer Feedback

Student teacher

Peer observer

Aspects particularly enjoyed

Approaches I could use in my own practice

Areas for possible development

Aspects I would like to research further as a result of this observation

Peer signature:

Date:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

77

An

nexe D

– P

ort

foli

o E

vid

en

ce R

eco

rd S

heets

Un

it 1

: U

nd

ers

tan

din

g R

ole

s, R

esp

on

sib

ilit

ies

an

d R

ela

tio

nsh

ips

in E

du

cati

on

an

d L

earn

ing

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

teac

hin

g r

ole

and r

espon

sibili

ties

in

educa

tion a

nd t

rain

ing

1.2

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

role

and r

esponsi

bili

ties

1.3

Exp

lain

way

s to

pro

mote

equal

ity

and v

alue

div

ersi

ty

1

Under

stan

d t

he

teac

hin

g r

ole

and

resp

onsi

bili

ties

in e

duca

tion a

nd t

rain

ing

1.4

Exp

lain

why

it is

import

ant

to iden

tify

and m

eet

indiv

idual

lea

rner

nee

ds

2.1

Exp

lain

way

s to

mai

nta

in a

saf

e an

d s

upport

ive

lear

nin

g e

nvi

ronm

ent

2

Under

stan

d w

ays

to m

ainta

in a

saf

e an

d

support

ive

lear

nin

g e

nvi

ronm

ent

2.2

Exp

lain

why

it is

import

ant

to p

rom

ote

appro

priat

e beh

avio

ur

and r

espec

t fo

r oth

ers

3.1

Exp

lain

how

the

teac

hin

g r

ole

invo

lves

work

ing w

ith

oth

er p

rofe

ssio

nal

s

3.2

Exp

lain

the

boundar

ies

bet

wee

n t

he

teac

hin

g r

ole

an

d o

ther

pro

fess

ional

role

s

3

Under

stan

d t

he

rela

tionsh

ips

bet

wee

n

teac

her

s an

d o

ther

pro

fess

ional

s in

ed

uca

tion a

nd t

rain

ing

3.3

D

escr

ibe

poin

ts o

f re

ferr

al t

o m

eet

the

indiv

idual

nee

ds

of

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

(if v

erifie

d)

D

ate:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

78

Un

it 2

: Faci

lita

te L

earn

ing

an

d D

evelo

pm

en

t fo

r In

div

idu

als

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

purp

ose

s of

one-

to-o

ne

lear

nin

g a

nd

dev

elopm

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 m

eet

indiv

idual

nee

ds

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g a

nd

dev

elopm

ent

to m

eet

the

nee

ds

of

indiv

idual

s

1.4

Exp

lain

how

to m

anag

e risk

s an

d s

afeg

uar

d

indiv

idual

s w

hen

fac

ilita

ting o

ne-

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

le

arnin

g

1.6

Exp

lain

how

to m

onitor

indiv

idual

lea

rner

pro

gre

ss

1

Under

stan

d p

rinci

ple

s an

d p

ract

ices

of

one-

to-

one

lear

nin

g a

nd 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

m

eet

thei

r le

arnin

g a

nd/o

r dev

elopm

ent

obje

ctiv

es

2.2

Im

ple

men

t ac

tivi

ties

to

mee

t le

arnin

g a

nd/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 a

nd/o

r dev

elopm

ent

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

apply

th

eir

new

know

ledge

and lea

rnin

g in p

ract

ical

co

nte

xts

3

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

apply

ing

new

know

ledge

and s

kills

in p

ract

ical

conte

xt

3.2

Exp

lain

ben

efits

to indiv

idual

s of ap

ply

ing n

ew

know

ledge

and s

kills

4.1

Exp

lain

ben

efits

of

self-e

valu

atio

n t

o

indiv

idual

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

4

Be

able

to a

ssis

t in

div

idual

lea

rner

s in

ref

lect

ing

on t

hei

r le

arnin

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

(if v

erifie

d):

Dat

e:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

80

Un

it 3

: Faci

lita

te L

earn

ing

an

d D

evelo

pm

en

t in

Gro

up

s

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

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 d

ynam

ics

1.3

Eva

luat

e m

ethods

for

faci

litat

ing lea

rnin

g a

nd

dev

elopm

ent

to m

eet

the

nee

ds

of gro

ups

1.4

Exp

lain

how

to m

anag

e risk

s an

d s

afeg

uar

d

indiv

idual

s w

hen

fac

ilita

ting lea

rnin

g a

nd

dev

elopm

ent

in g

roups

1.5

Exp

lain

how

to o

verc

om

e bar

rier

s to

lea

rnin

g

in g

roups

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

1

Under

stan

d p

rinci

ple

s an

d p

ract

ices

of

lear

nin

g

and d

evel

opm

ent

in g

roups

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

lea

rnin

g a

nd d

evel

opm

ent

in

gro

ups

2.3

M

anag

e risk

s to

gro

up a

nd indiv

idual

lea

rnin

g

and d

evel

opm

ent

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

evel

op o

pport

unitie

s fo

r in

div

idual

s to

apply

new

know

ledge

and s

kills

in p

ract

ical

conte

xts

3

Be

able

to a

ssis

t gro

ups

to a

pply

new

know

ledge

and s

kills

in p

ract

ical

conte

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 a

nd

dev

elopm

ent

in g

roups

4

Be

able

to a

ssis

t le

arner

s to

ref

lect

on t

hei

r le

arnin

g a

nd d

evel

opm

ent

under

take

n in g

roups

4.3

Ass

ist

lear

ner

s to

iden

tify

thei

r fu

ture

lea

rnin

g

and 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

(if v

erifie

d):

Dat

e:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

82

Un

it 4

: U

nd

ers

tan

din

g a

nd

Usi

ng

In

clu

sive T

each

ing

an

d L

earn

ing

Ap

pro

ach

es

in E

du

cati

on

an

d T

rain

ing

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

feat

ure

s of in

clusi

ve t

each

ing a

nd lea

rnin

g

1.2

Com

par

e th

e st

rength

s an

d lim

itat

ions

of te

achin

g a

nd lea

rnin

g a

ppro

aches

use

d in o

wn a

rea

of

spec

ialis

m in r

elat

ion t

o m

eeting indiv

idual

lea

rner

nee

ds

1.

Under

stan

d

incl

usi

ve t

each

ing

and lea

rnin

g

appro

aches

in

educa

tion a

nd

trai

nin

g

1.3

Exp

lain

why

it is

import

ant

to p

rovi

de

opport

unitie

s fo

r le

arn

ers

to d

evel

op

thei

r Englis

h,

mat

hem

atic

s, I

CT a

nd w

ider

ski

lls

2.1

Exp

lain

why

it is

import

ant

to c

reat

e an

incl

usi

ve t

each

ing a

nd lea

rnin

g

envi

ronm

ent

2.2

Exp

lain

why

it is

import

ant

to s

elec

t te

achin

g a

nd lea

rnin

g a

ppro

aches

, re

sourc

es a

nd a

sses

smen

t m

ethods

to m

eet

indiv

idual

lea

rner

nee

ds

2.3

Exp

lain

way

s to

engag

e an

d m

otiva

te lea

rner

s

2.

Under

stan

d w

ays

to c

reat

e an

in

clusi

ve t

each

ing

and lea

rnin

g

envi

ronm

ent

2.4

Sum

mar

ise

way

s to

est

ablis

h g

round r

ule

s w

ith lea

rner

s

3.1

D

evis

e an

incl

usi

ve t

each

ing a

nd lea

rnin

g p

lan

3.

Be

able

to p

lan

incl

usi

ve t

each

ing

and lea

rnin

g

3.2

Ju

stify

ow

n s

elec

tion o

f te

achin

g a

nd lea

rnin

g a

ppro

aches

, re

sourc

es a

nd

asse

ssm

ent

met

hods

in r

elat

ion t

o m

eeting indiv

idual

lea

rner

nee

ds

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

4.1

U

se t

each

ing a

nd lea

rnin

g a

ppro

aches

, re

sourc

es a

nd a

sses

smen

t m

ethods

to m

eet

indiv

idual

lea

rner

nee

ds

4.2

Com

munic

ate

with lea

rner

s in

way

s th

at m

eet

thei

r in

div

idual

nee

ds

4

Be

able

to d

eliv

er

incl

usi

ve t

each

ing

and lea

rnin

g

4.3

Pr

ovi

de

const

ruct

ive

feed

bac

k to

lea

rner

s to

mee

t th

eir

indiv

idual

nee

ds

5.1

Rev

iew

the

effe

ctiv

enes

s of

own d

eliv

ery

of

incl

usi

ve t

each

ing a

nd lea

rnin

g

5

Be

able

to e

valu

ate

the

del

iver

y of

incl

usi

ve t

each

ing

and lea

rnin

g

5.2

Id

entify

are

as f

or

impro

vem

ent

in o

wn d

eliv

ery

of

incl

usi

ve t

each

ing a

nd

lear

nin

g

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 v

erifie

d):

Dat

e:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

84

Un

it 5

: U

nd

ers

tan

din

g A

ssess

men

t in

Ed

uca

tio

n a

nd

Tra

inin

g

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

s of

types

of

asse

ssm

ent

use

d in e

duca

tion a

nd t

rain

ing

1.2

D

escr

ibe

char

acte

rist

ics

of

diffe

rent

met

hods

of a

sses

smen

t in

educa

tion

and t

rain

ing

1.3

Com

par

e th

e st

rength

s an

d lim

itat

ions

of diffe

rent

asse

ssm

ent

met

hods

in

rela

tion t

o m

eeting indiv

idual

lea

rner

nee

ds

1

Under

stan

d t

ypes

an

d m

ethod

s of

asse

ssm

ent

use

d

in e

duca

tion a

nd

trai

nin

g

1.4

Exp

lain

how

diffe

rent

asse

ssm

ent

met

hods

can b

e ad

apte

d t

o m

eet

indiv

idual

lea

rner

nee

ds

2.1

Exp

lain

why

it is

import

ant

to invo

lve

lear

ner

s an

d o

ther

s in

the

asse

ssm

ent

pro

cess

2.2

Exp

lain

the

role

and u

se o

f pee

r- a

nd s

elf-

asse

ssm

ent

in t

he

asse

ssm

ent

pro

cess

2

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

the

asse

ssm

ent

pro

cess

2.3

Id

entify

sourc

es o

f in

form

atio

n t

hat

should

be

mad

e av

aila

ble

to lea

rner

s an

d o

ther

s in

volv

ed in t

he

asse

ssm

ent

pro

cess

3.1

D

escr

ibe

key

feat

ure

s of

const

ruct

ive

feed

bac

k

3.2

Exp

lain

how

const

ruct

ive

feed

bac

k co

ntr

ibute

s to

the

asse

ssm

ent

pro

cess

3

Under

stan

d t

he

role

and u

se o

f co

nst

ruct

ive

feed

bac

k in

the

asse

ssm

ent

pro

cess

3.3

Exp

lain

way

s to

giv

e co

nst

ruct

ive

feed

bac

k to

lea

rner

s

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

the

nee

d t

o k

eep r

ecord

s of

asse

ssm

ent

of

lear

nin

g

4

Under

stan

d

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in

educa

tion a

nd

trai

nin

g

4.2

Sum

mar

ise

the

requirem

ents

for

keep

ing r

ecord

s of

asse

ssm

ent

in a

n

org

anis

atio

n

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 v

erifie

d):

Dat

e:

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

86

Un

it 6

: U

nd

ers

tan

din

g t

he P

rin

cip

les

an

d P

ract

ices

of

Ass

ess

men

t

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

funct

ion o

f as

sess

men

t in

lea

rnin

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

rel

evan

t to

ass

essm

ent

in o

wn

area

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 r

efer

ence

to t

he

nee

ds

of

indiv

idual

lea

rner

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 u

sing a

hol

istic

appro

ach t

o as

sess

men

t

3.3

Exp

lain

how

to p

lan a

holis

tic

appro

ach t

o as

sess

men

t

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

area

of

resp

onsi

bili

ty

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough t

he

pla

nnin

g p

roce

ss

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

shou

ld b

e m

ade

avai

lable

to lea

rner

s an

d o

ther

s in

volv

ed in t

he

asse

ssm

ent

pro

cess

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Issu

e 1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

4.3

Exp

lain

how

pee

r- a

nd 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

res

ponsi

bili

ty in t

he

asse

ssm

ent

of

lear

nin

g

4.4

Exp

lain

how

ass

essm

ent

arra

ngem

ents

can

be

adap

ted 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

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 s

tandar

dis

atio

n p

roce

dure

s in

ow

n a

rea

of

pra

ctic

e

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

6.3

Sum

mar

ise

the

pro

cedure

s to

follo

w w

hen

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 p

roce

dure

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 c

ontr

ibute

to t

he

asse

ssm

ent

pro

cess

Spec

ific

atio

n –

Pea

rson B

TEC L

evel

3 A

war

d in E

duca

tion a

nd T

rain

ing (

QCF)

–

Iss

ue

1 –

Sep

tem

ber

2013 ©

Pea

rson E

duca

tion L

imited

2013

88

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Exp

lain

leg

al iss

ues

, polic

ies

and p

roce

dure

s re

leva

nt

to a

sses

smen

t,

incl

udin

g t

hose

for

confiden

tialit

y, h

ealth,

safe

ty a

nd w

elfa

re

8.2

Exp

lain

the

contr

ibution t

hat

tec

hnol

ogy

can m

ake

to t

he

asse

ssm

ent

pro

cess

8.3

Eva

luat

e re

quirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e,

bili

ngual

ism

in r

elat

ion t

o a

sses

smen

t

8

Under

stan

d t

he

legal an

d g

ood

pra

ctic

e re

quirem

ents

in

rela

tion t

o

asse

ssm

ent

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 v

erifie

d):

Dat

e:

ma1

0090913G

:\W

ORD

PRO

C\L

T\P

D\S

PECIA

LIST Q

UALS

\9781446908846_BTEC_L3

_ED

TRAIN

_IS

SU

E1\9

781446908846_BTEC_L3

_ED

TRAIN

_IS

SU

E1.D

OC.1

–93/3

September 2013 For more information on Pearson Edexcel and Pearson BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

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