Pearson BTEC Level 4 Certificate in Education and Training
Transcript of Pearson BTEC Level 4 Certificate in Education and Training
Pearson BTEC Level 4 Certificate in Education and Training (QCF)
Specification
First teaching January 2014
Edexcel and BTEC qualifications are awarded by Pearson, the UK's largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.
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References to third party material made in this specification are made in good faith. Pearson does 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 90694 1
All the material in this publication is copyright © Pearson Education Limited 2013
Contents
Purpose of this specification 1
Which teaching/training qualification is most appropriate for which role? 2
1 Introducing Pearson BTEC qualifications 3
What are QCF qualifications? 3
2 Qualification summary and key information 4
QCF qualification number and qualification title 4
Objective of the qualification 4
Relationship with previous qualifications 5
Progression opportunities through Pearson qualifications 5
Industry support and recognition 5
Relationship with National Occupational Standards 6
3 Centre resource requirements 7
General resource requirements 7
Specific resource requirements 7
4 Qualification structure 9
Pearson BTEC Level 4 Certificate in Education and Training (QCF) 9
5 Assessment 12
6 Recognising prior learning and achievement 15
Recognition of Prior Learning 15
Credit transfer 15
7 Centre recognition and approval centre recognition 16
Approvals agreement 16
8 Quality assurance of centres 17
9 Programme delivery 18
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
Essential requirements 21
Learning outcomes 21
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: Planning to Meet the Needs of Learners in Education and Training 32
Unit 3: Delivering Education and Training 45
Unit 4: Assessing Learners in Education and Training 58
Unit 5: Using Resources for Education and Training 75
13 Further information and useful publications 88
14 Professional development and training 89
Annexe A – Observation Recording Requirements 90
Annexe B – Graded observation pro-forma 96
Annexe C – Session plan pro forma 100
Annexe D – Portfolio building record sheets 103
Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training 103
Unit 2: Planning to Meet the Needs of Learners in Education and Training 105
Unit 3: Delivering Education and Training 107
Unit 4: Assessing Learners in Education and Training 109
Unit 5: Using Resources for Education and Training 111
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Purpose of this specification
This specification gives details of the rules of combination for units accredited on the QCF for the delivery of the Pearson BTEC Level 4 Certificate in Education and Training (QCF).
The specification includes all units offered by Pearson for this 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 post- compulsory education and training 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 (supplied separately)
any specified levels of attainment.
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Which teaching/training qualification is most appropriate for which role?
ROLE QUALIFICATION
Assessor or Internal Quality Assurance
Edexcel Level 3 and Level 4 Training, Assessment and Quality Assurance (QCF) (TAQA)
Trainer Edexcel Level 3 and 4 Award/Certificate/Diploma in Learning and Development (QCF) (L&D)
New to teaching and training Pearson BTEC Level 3 Award in Education and Training (QCF)
Part-time teacher Pearson BTEC Level 4 Certificate in Education and Training (QCF)
Full-time teacher Pearson BTEC Level 5 Diploma in Education and Training (QCF)
The Pearson BTEC Level 4 Certificate in Education and Training (QCF) allows the inclusion of optional units developed for other qualifications, including competence units from the learning and development suite of qualifications. These units are appropriate alternatives for the many related roles undertaken by teachers, tutors and trainers, particularly in work-based learning.
It is important for centres to ensure that if they wish to offer any of the competence, learning and development optional units, they gain specific centre approval to offer competence units. See Section 7 for further information.
In 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, either as the whole or as part of their role.
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1 Introducing Pearson BTEC qualifications
For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.
They are work related and 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 colleges. Training centres and employers may also offer these qualifications.
What are QCF qualifications?
There are three sizes of Pearson BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.
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.
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2 Qualification summary and key information
Qualification title Pearson BTEC Level 4 Certificate in Education and Training (QCF)
QCF Qualification Number (QN) 601/1238/4
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/01/2014
Age range that the qualification is approved for
19+
Credit value 36
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 140 minimum
Teaching practice 30 hours
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements and the Pearson Access and Recruitment policy that centres must follow please see Section 10, Access and recruitment.
QCF qualification number and qualification title
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 Information Manual on our website at www.edexcel.com
Objective of the qualification
The Pearson BTEC Level 4 Certificate in Education and Training (QCF) prepares trainee teachers and trainers to teach in a wide range of contexts. To achieve the qualification, there is a requirement for teaching practice that requires observation and assessment of performance.
The qualification can meet the needs of a range of trainee teachers and trainers, including:
individuals who are not currently teaching and training but who can meet the practice requirements, including the observed and assessed practice requirements of the qualification
individuals who are currently teaching and training, including those who have just begun teaching and training and who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification
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individuals currently working as assessors who wish to achieve a teaching qualification and who can meet the practice requirements, including the observed and assessed practice, of the qualification.
Relationship with previous qualifications
This qualification is a replacement for the Edexcel Level 3/Level 4 Certificate in Teaching in the Lifelong Learning Sector (2011).
Progression opportunities through Pearson qualifications
Learners who have achieved the Pearson BTEC Level 4 Certificate in Education and Training (QCF) can progress onto the Pearson BTEC Level 5 Diploma in Education and Training (QCF).
Learners who achieve the Pearson BTEC Level 4 Certificate in Education and Training and who are progressing to higher education accredited qualifications at level 5 or above can have their Level 4 credit recognised in line with the higher education institution's arrangements for the recognition of prior learning.
Learners who achieve the Pearson BTEC Level 4 Certificate in Education and Training (QCF) and who wish to progress to an awarding organisation accredited Level 5 Diploma in Education and Training should have their prior achievement recognised.
Industry support and recognition
The units in this qualification were developed by the Learning and Skills Improvement Service (formerly LSIS), the Standards Setting Body (SSB) for teaching and learning.
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 learners with disabilities. 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.
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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).
Relationship with National Occupational Standards
The Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector (formerly 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 delivery and 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 should make provision for mentoring of individuals undertaking initial teacher training.
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.
Centres must have a sufficiently rigorous internal quality assurance system in place.
Specific resource requirements
As well as the general resource requirements above, there are specific resource requirements for which centres are responsible. Centres must be confident that learners will be able to provide evidence that they can achieve the required teaching practice, i.e. 30 hours of practice. Any appropriate location for practice that will allow a trainee teacher to meet the required standards is permitted.
Breadth in teaching/training practice is encouraged and should denote varied aspects of training. Centres should advise learners of this and the range of appropriate settings and contexts, such as: teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; gaining subject specialist knowledge through workplace mentoring.
Although not a mandatory requirement of this qualification, it is deemed good practice, and is therefore recommended whenever possible, to allocate a 'mentor' to each learner as they progress through their programme. A mentor can provide on-going support by, for example, providing developmental feedback to learners following teaching practice observations, monitoring the quality of their planning and preparation, carrying out regular one-to-one tutorials and helping them develop good practice in their teaching and learning.
Observed and assessed practice
There is no requirement to evidence working with groups of learners to achieve this qualification, unless units are undertaken that specify that purpose. However, where trainees are working solely with individuals, a programme can also include support and preparation for working with groups.
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There must be a minimum of three observations totalling a minimum of three hours (this excludes any observed practice completed as part of the Level 3 Award in Education and Training). Any single observation must be a minimum of half an hour.
Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher’s progress. It is recommended that centres refer to the Handbook for the Inspection of Further Education and Skills (Ofsted, 2012) – Part 2, Section B: Quality of Teaching, Learning and Assessment for further guidance, as there is a requirement that at least one of the observed sessions must be assessed and graded using Ofsted standards.
Three of the mandatory units require evidence of being observed in a teaching and learning environment. These units are:
Unit 3: Delivering Education and Training (Level 4)
Unit 4: Assessing Learners in Education and Training (Level 4)
Unit 5: Using Resources for Education and Training (Level 4).
It is recommended that a holistic approach is taken to observed and assessed practice so that each observation and assessment of practice enables trainees to provide evidence for each of the three units.
Trainees must be able to provide evidence of a minimum of one assessed observation of practice that meets the required (Ofsted) standard. To achieve the qualification, a trainee must be able to provide evidence of a minimum of three observations of practice that meet the required standard of practice, e.g. Ofsted Grade 2, see Annexe A, page 93 for further guidance.
Centres must check unit requirements to see if any additional practice is necessary. Some of the optional units require additional observed and assessed practice and these requirements are detailed in the optional unit guidance document.
Anyone delivering units and/or observing and assessing practice for this qualification should have all of the following:
a teaching or training qualification at Level 4 or above (PTLLS is not enough)
evidence of relevant teaching experience in an education or training context access to appropriate guidance and support
on-going participation in related programme quality assurance processes.
There are additional requirements for those who assess the Learning and Development units. This information can be found in the accompanying specification for the optional units, page 3.
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4 Qualification structure
Pearson BTEC Level 4 Certificate in Education and Training (QCF)
The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification, i.e. achieve the appropriate mandatory and optional units, as well as satisfactorily complete teaching practice.
Minimum number of credits that must be achieved 36
Number of mandatory credits that must be achieved 21
Number of optional credits that must be achieved 15
Minimum number of credits that must be achieved at Level 4 or above 21
Teaching practice hours 30
Mandatory units group
Unit Unit reference number
Units Level Credit value
Guided learning hours
All units must be achieved from this group
1 H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training
3 3 12
2 A/505/1189 Planning to Meet the Needs of Learners in Education and Training
4 3 15
3 M/505/0122 Delivering Education and Training
4 6 24
4 F/505/0125 Assessing Learners in Education and Training
4 6 24
5 L/505/0127 Using Resources for Education and Training
4 3 15
In the following table any unit with * indicates that this is a competence unit from the Learning and Development suite of qualifications. To offer these units a centre must have specific centre approval. For further information see Section 7, Centre Recognition and Approval Centre Recognition.
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Optional units group
Unit Unit reference number
Units Level Credit value
Guided learning hours
15 credits must be achieved from this group
6 J/505/0756 Action Learning for Teaching in a Specialist Area of Disability
5 15 40
7 M/503/5376 Action learning to Support Development of Subject Specific Pedagogy
5 15 50
8 T/503/5380 Action Research 5 15 50
9 H/601/5314 Assess Occupational Competence in the Work Environment*
3 6 30
10 F/505/0187 Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes
3 6 30
11 M/505/1089 Delivering Employability Skills 4 6 20
12 M/502/9545 Develop Learning and Development Programmes*
4 6 30
13 H/505/1090 Developing, Using and Organising Resources in a Specialist Area
5 15 50
14 Y/503/5310 Effective Partnership Working in the Learning and Teaching Context
4 15 50
15 F/502/9551 Engage Learners in the Learning and Development Process*
3 6 30
16 Y/502/9555 Engage with Employers to Develop and Support Learning Provision*
3 6 25
17 D/502/9556 Engage with Employers to Facilitate Workforce Development*
4 6 30
18 Y/503/5789 Equality and Diversity 4 6 25
19 K/505/1091 Evaluating Learning Programmes
4 3 15
20 H/502/9543 Identify the Learning Needs of Organisations*
4 6 30
21 L/503/5384 Inclusive Practice 4 15 50
22 A/601/5321 Internally Assure the Quality of Assessment*
4 6 45
23 J/505/0188 Preparing for the Coaching Role 4 3 15
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Unit Unit reference number
Units Level Credit value
Guided learning hours
24 L/505/0189 Preparing for the Mentoring Role 4 3 15
25 T/505/1093 Preparing for the Personal Tutoring Role
4 3 15
26 R/504/0229 Specialist Delivery Techniques and Activities
4 9 30
27 J/505/1096 Teaching in a Specialist Area 4 15 50
28 Y/505/1099 Understanding and Managing Behaviours in a Learning Environment
4 6 20
30 F/601/5322 Understanding the Principles and Practices of Externally Assuring the Quality of Assessment*
4 6 45
31 T/601/5320 Understanding the Principles and Practices of Internally Assuring the Quality of Assessment*
4 6 45
32 K/503/5814 Using Study Skills Approaches and Techniques to Enhance the Learning of Others
4 6 25
33 R/503/5385 Working with Individual Learners 4 15 50
34 D/505/1105 Working with the 14-19 age range in Education and Training
4 9 30
* Indicates that these competence units are from the Learning and Development suite of qualifications and to offer them a centre must have specific approval. For further information see Section 7, Centre Recognition and Approval Centre Recognition.
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5 Assessment
The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units as indicated in the specified qualification structure.
To pass a unit the learner must:
achieve all the specified learning outcome
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
show that the evidence is their own.
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, making use of evidence drawn from teaching practice.
For the Learning and Development optional units, further guidance about assessment is provided in the qualification specifications for these units, see Edexcel Level 3 and 4 Award/Certificate/Diploma in Learning and Development (QCF) – Issue 2, on our website: www.edexcel.com.
Simulations are not acceptable for teaching practice assessments.
Learners undertaking the Learning and Development optional units will be required to provide evidence from their own work-based practice in order to meet the criteria. Types of evidence could be: direct observation by assessor; personal statements and/or reflective accounts; professional discussion; assignments; expert witness testimony.
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.
Centres need to write assignment briefs for learners to show what evidence is required.
Assignment briefs and evidence produced by learners must also meet any additional requirements given in the Information for tutors sections of the units.
Types of evidence
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, professional discussion) 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 that specific evidence can be included as a part of each learner’s portfolio. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
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The examples given in the units as assessment activities cover the criteria in the learning outcomes, assessment criteria, unit content and delivery guidance tables. These examples are for guidance only and it is recommended that centres either adapt assessments to meet local needs and resources or write their own. There should be evidence that all assignments have been internally reviewed and moderated.
It is important to recognise that the guidance provided is in a simple form and that, in addition to the logging and feedback record relating to the assessment criteria, each assignment brief should include:
date of issue and date for submission
guidelines for word count (where appropriate for depth or range required)
sources/types of appropriate evidence
any specific guidance to support learners in generating appropriate evidence – including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports.
Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment. Centres are also encouraged to make effective use of holistic approaches wherever possible or appropriate. This linking of different aspects of the Certificate 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 learners can develop 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.
To achieve the Certificate, there is also a requirement for 30 hours of practice. Annexe A summarises the practice requirements for the mandatory units. Practice guidance for the optional units is listed in the separate optional units specification.
Any appropriate location for practice will allow a trainee to meet the requirements of the standards; variety is encouraged but is not essential. There is no requirement to evidence working specifically with groups of learners to achieve these qualifications, unless units specify that purpose (see individual units).
There is widespread use of video evidence in portfolio based qualifications. The rules for this are that the original video must be available for verification, the recording should be indexed and the participants in the video should give their permission for the recording.
Where video is used for direct observation by a remote assessor the following guidelines must be observed:
the assessor must be able to communicate with the learner in real time to ensure effective discussion, questioning and feedback.
There must be independent verification from the learner’s location that the evidence is authentic, that there are no unseen influences and it is the identified learner that is providing the evidence and not influenced by others at the learner’s location.
The video must be of sufficient quality to enable the assessor or verifier to make a valid judgement. The level of detail required by the qualification must be evident. Where the learner is working with a class, the remote assessor needs to see clear evidence of the required interactions taking place.
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All video evidence should be recorded and it will be the responsibility of the standards verifier to review this and confirm that the guidelines have been observed.
Assessment activities should encourage learners to become more reflective and to evaluate their learning at every opportunity. This reflection can be used as evidence when building portfolios for assessment. For guidance on internal assessment please go to our website.
When selecting the competence Learning and Development units their specific assessment requirements should be met. Centres should refer to the assessment strategy for competence based units and the assessment requirements section within each individual unit. Please remember that centres wishing to offer Learning and Development units must have the appropriate centre approval to offer these competency units.
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 our website, www.edexcel/policies.
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.
Learners who have already achieved the Level 3 unit Understanding Roles, Responsibilities and Relationships in Education and Training, are not expected to repeat it as part of the Certificate and credit transfer would apply. It is recommended that this unit is delivered first in the programme to support progression through the qualification.
There is no transfer of practice, including observed and assessed practice, from a previously achieved Level 3 Award in Education and Training (QCF). Trainees who have achieved the Level 4 Certificate in Education and Training (QCF) can transfer only 20 hours of practice and two hours of observed and assessed practice towards the practice requirements for the Teaching, Learning and Assessment in Education and Training, the Level 4 unit in the Level 5 Diploma in Education and Training (QCF).
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7 Centre recognition and approval centre recognition
Any centre that has not delivered and assessed the Pearson BTEC Level 4 Certificate in Education and Training (QCF) before needs to apply for, and be granted centre recognition and qualification approval as part of Pearson’s approval process.
Work based learning (WBL) centres should contact their Account Manager and Further Education Colleges their Curriculum Development Manager (CDM) for further guidance and forms for centre and qualification approval.
Centres already offering the predecessor qualification, the Edexcel Level 4 BTEC Certificate for Teaching in the Lifelong Learning Sector should get ‘automatic approval’ on application via Edexcel Online for the Pearson BTEC Level 4 Certificate in Education and Training (QCF), as long as the conditions for automatic approval are met. Automatic qualification approval on Edexcel Online for the Pearson BTEC Level 4 Certificate in Education and Training (QCF) (with competence units) is not permissible and a separate application must be made using the qualification approval form.
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.
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8 Quality assurance of centres
Pearson carries out quality assurance visits to verify if all centres are working to national standards.
Two visits per year will also be made by an allocated Pearson Standards Verifier/External Examiner (a subject specific expert) to sample assessed student work and provide judgement and feedback.
The Standards Verifier/External Examiner will ensure that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly. They will identify areas of good practice and for further development, and give you guidance on how you can improve your delivery.
For further details on Pearson’s quality assurance processes, please go to the UK BTEC Quality Assurance Handbook for information on standards verification and Chapter 9 of the UK Vocational Quality Assurance Handbook 2013-14 for information on external examination.
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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, e.g. 30 hours of teaching practice
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.
Further details are available in individual units and in the Specific resource requirements section in Section 3, Centre resource requirements.
Where legislation is referred to in a unit, centres must ensure that current legislation is taught.
Centres may wish to approach the core units of the Certificate as a single, holistic, integrated activity. Alternatively, they may wish to integrate the theory with the practical assessments for individual units. The learning activities suggested in the units are designed to link with other core units to form a continuous programme. The programme combines taught sessions, individual directed study and teaching practice. Units can be delivered in any order.
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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 this qualification with integrity and to demonstrate good practice in the use of initial assessment and learning needs analysis.
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. Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Learners are not required to have achieved a Level 3 Award in Education and Training before undertaking this qualification. However, some learners may already have achieved the Level 3 Award. If this is the case credit transfer will apply for the first unit in the Certificate, Understand Roles, Responsibilities and Relationships in Education and Training.
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. The aim is for learners to achieve Level 2 as a minimum.
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.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
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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.
These documents are on our website at: www.edexcel.com/policies.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
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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, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential requirements
This section lists any specialist resources and requirements needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Pearson to offer the qualification.
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
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Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Delivery guidance
This section suggests different ways in which content might be delivered to learners.
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.
Assessment evidence – lists the different types of evidence that could be presented to meet the requirements of the assessment criteria and assessment activities.
Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
23
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.
The unit highlights some of the legislative and regulatory requirements that must be met by organisations and individuals. The unit also gives learners the 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 students’ 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.
Essential requirements
There are no special requirements for this unit.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
24
Learn
ing
ou
tco
mes,
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
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
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
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,
work
ing w
ith o
ther
s, t
o
com
munic
ate
effe
ctiv
ely,
saf
ety,
se
curity
.
□
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,
e.g.
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, c
hild
pro
tect
ion,
wher
e ap
pro
priat
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.
□ Suppor
ting in
div
idual
lear
ner
s, p
eer
wor
king
in g
roup
activi
ties
, ch
alle
ngin
g dis
crim
inat
ion, gro
up c
ontr
acts
.
□
Tuto
r-le
d d
iscu
ssio
n
□
Gro
up w
ork
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
eli
very
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 m
eet
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
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
eli
very
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 s
tuden
t nee
ds,
neg
otiat
ing s
upport
for
studen
ts,
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
, gove
rnm
ent
agen
cies
, w
ork
- re
late
d,
emplo
yers
.
□
Tuto
r-le
d d
iscu
ssio
n
□
Sm
all-
gro
up d
iscu
ssio
ns
□
Pers
onal
lea
rnin
g log
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
27
Information for tutors
Delivery
As this is the introductory unit to the qualification, 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 mix of tutor presentations, individual activities and group activities is especially helpful in the delivery of this unit as it gives learners experience of a range of delivery methods.
Wherever possible, learning and teaching should draw on material from learners’ personal or professional experiences. This will help them to develop reflective practice and recognise the transferability of skills and knowledge needed in a learning environment. This unit offers 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. Through working with groups of their peers and sharing their experiences, learners have the opportunity to develop case studies alongside problem-solving and interpersonal skills in a way they can model 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 activities
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 and other professional roles.
These learning outcomes are suited to researching different aspects of legislation, regulatory requirements and codes of practice relating to equality and health and safety, and then sharing findings with the group. Mini-presentations will allow learners to compare and contrast their findings with that of others in the group. They also provide an opportunity to practise presentation skills that can then be used or adapted when teaching. Mini-presentations 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, however individual or group research provides a more challenging and active approach to learning. An alternative approach involves 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 gives 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.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
28
This discussion can be followed through with descriptions of points of referral for students. Individual reflective activities can be included in learners’ records.
Learning outcome 2
This learning outcome can de delivered through 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 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, learning needs to contribute to potential assessment evidence which 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, particularly if the discussion 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.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
fr
om
her
stu
den
ts.
She
has
giv
en h
er m
obile
phone
num
ber
to s
tuden
ts,
invi
ted t
hem
to b
e ‘frien
ds’
on h
er F
aceb
ook
pag
e, a
nd o
ften
mee
ts t
hem
outs
ide
the
org
anis
atio
n f
or
coffee
. Rec
ently,
she
has
bee
n c
om
pla
inin
g t
o
you 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
str
ateg
ies
would
you s
ugges
t in
ord
er t
o s
olv
e th
e is
sues
iden
tified
?
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 for
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
ow
n 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
im
pro
vem
ents
would
you r
ecom
men
d t
o r
emed
y th
e si
tuat
ion a
nd
why?
Writt
en e
ntr
y in
per
sonal
lea
rnin
g
log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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 a
nd r
egula
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
entr
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
you 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,
could
be
pre
sente
d a
s sl
ides
, note
s or
a vi
deo
pre
senta
tion
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
31
Suggested resource
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 Learning Sector (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
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS)
www.geoffpetty.com Geoff Petty online teaching resources
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
32
Unit 2: Planning to Meet the Needs of Learners in Education and Training
Unit reference number: A/505/1189
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable the learner to agree individual learning goals with their students, to plan inclusive teaching and learning in accordance with internal processes and external requirements, and to evaluate their own practice in planning teaching and learning. It covers what expectations are in relation to the minimum core in planning inclusive teaching and learning. In August 2003 FENTO introduced the minimum core of language, literacy and numeracy for inclusion in all post-16 teacher education programmes. Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners.
This unit addresses issues underpinning the planning of learning and teaching from the first point of contact with students, through initial and diagnostic testing. Understanding the role of initial and diagnostic assessment will enable learners to actively negotiate and record individual goals. This, in turn, will enable their students to take increased responsibility for the learning process.
In all the units in this qualification there is a need to evaluate practice and involve learners in the process in order to develop the best practice in teaching and learning and to create opportunities to incorporate minimum core requirements. This unit addresses the need to identify ways in which learning and teaching may be improved to meet individual learner needs. This means that emphasis must be placed on opportunities for learners to evaluate their own planning and preparation of sessions that form part of their teaching practice.
Essential requirements
There are no special requirements for this unit, but it should be approached with a consideration of the links between this unit and the others in the Certificate. In particular, this planning unit must be developed through the delivering unit in order to make the most effective use of evidence such as scheme of work and session plans.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
33
Learn
ing
ou
tco
mes,
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
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
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
Anal
yse
the
role
and
use
of
initia
l an
d
dia
gnost
ic a
sses
smen
t in
agre
eing indiv
idual
le
arnin
g g
oal
s
□
Role
, e.
g.
info
rmat
ion f
or
cours
e tu
tor,
curr
ent
leve
ls k
now
ledge
and
under
stan
din
g,
exis
ting s
kills
, ac
hie
vem
ents
, m
otiva
tion,
bac
kgro
und.
□
Lear
nin
g g
oal
s, e
.g.
requirem
ents
of
lear
nin
g p
rogra
mm
e, indiv
idual
or
gro
up c
ontr
acts
, goal
s id
entified
th
rough lea
rnin
g o
r tr
ainin
g n
eeds
anal
ysis
, lo
ng-
or
short
-ter
m t
arget
se
ttin
g,
action p
lans,
ILP
.
1.2
U
se m
ethods
of
initia
l an
d d
iagnost
ic
asse
ssm
ent
to
neg
otiat
e an
d a
gre
e in
div
idual
lea
rnin
g
goal
s w
ith lea
rner
s
□
Met
hods,
e.g
. neg
otiat
ion,
self-
asse
ssm
ent,
tuto
rial
, dis
cuss
ion,
reco
gnis
ing lea
rnin
g o
r sk
ills
gap
s,
agre
e su
pport
nee
ds,
nee
d f
or
refe
rral
as
appro
priat
e, lia
ise
on
beh
alf
of
lear
ner
.
1
Be
able
to u
se
initia
l an
d
dia
gnost
ic
asse
ssm
ent
to
agre
e in
div
idual
le
arnin
g g
oal
s w
ith
lear
ner
s
1.3
Rec
ord
lea
rner
s’
indiv
idual
lea
rnin
g
goal
s
□
Rec
ord
ing,
e.g.
Indiv
idual
Lea
rnin
g
Plan
s (I
LP),
act
ion p
lans,
pap
er-
bas
ed o
r IT
-bas
ed,
org
anis
atio
n
pro
cedure
s fo
r re
cord
ing info
rmat
ion,
lear
ner
ow
ner
ship
, sh
arin
g o
ther
s
□
Lear
ner
-led
dis
cuss
ion lea
din
g
to c
onte
xt-b
ased
res
earc
h t
ask
(indiv
idual
or
pai
rs)
□
Use
and a
nal
ysis
of
indiv
idual
dia
gnost
ic a
sses
smen
t ac
tivi
ties
, LN
A (
Lear
nin
g N
eeds
Anal
ysis
)
□
Org
anis
atio
n p
olic
ies
and
pro
cedure
s fo
r in
itia
l an
d
dia
gnost
ic a
sses
smen
t
□
Exa
mple
s of
met
hods
use
d w
ith
ow
n lea
rner
s an
d r
ecord
ing
use
d
□
Pers
onal
lea
rnin
g log.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
2.1
D
evis
e a
schem
e of
work
in a
ccord
ance
w
ith inte
rnal
and
exte
rnal
req
uirem
ents
□
Curr
iculu
m r
equirem
ents
, e.
g.
inte
rpre
tation o
f aw
ardin
g b
ody
outc
om
es,
requirem
ents
of
pro
fess
ional
/voca
tional
sta
ndar
ds,
kn
ow
ledge
conte
nt,
ski
lls
opport
unitie
s, s
equen
cing o
f co
nte
nt,
re
quired
lev
el.
□
Ass
essm
ent
requirem
ents
, e.
g.
met
hods
and s
ched
ule
, ev
iden
ce
requirem
ents
, m
oder
atio
n a
nd
stan
dar
dis
atio
n.
□
Lear
ner
req
uirem
ents
, e.
g.
lear
nin
g
pre
fere
nce
s, indiv
idual
and g
roup
work
, eq
ual
ity
of
acce
ss,
dev
elopin
g
on a
nd r
einfo
rcin
g lea
rnin
g,
opport
unitie
s fo
r st
udy
skill
s.
□
Org
anis
atio
nal
req
uirem
ents
, e.
g.
stan
dar
dis
atio
n,
inte
rnal
qual
ity
assu
rance
, in
spec
tion c
rite
ria
□
Rev
iew
exa
mple
s of
schem
e of
work
exe
mpla
rs
□
Indiv
idual
res
earc
h into
ow
n
curr
iculu
m o
r unit g
uid
ance
□
Prac
tica
l ac
tivi
ty –
pai
rs o
r sm
all gro
ups
□
Lear
ner
-led
dis
cuss
ions
□
Pers
onal
lea
rnin
g log
2
Be
able
to p
lan
incl
usi
ve t
each
ing
and lea
rnin
g in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
re
quirem
ents
2.2
D
esig
n t
each
ing a
nd
lear
nin
g p
lans
that
m
eet
the
aim
s an
d
indiv
idual
nee
ds
of
all
lear
ner
s an
d
curr
iculu
m
requirem
ents
□
Lear
nin
g p
lans,
e.g
. ai
ms
and
obje
ctiv
es,
subje
ct k
now
ledge
and
skill
s co
nte
nt,
tim
ing,
sequen
cing,
range
of
appro
aches
, lin
ked
asse
ssm
ent,
opport
unitie
s fo
r m
inim
um
core
.
□
Lear
ner
req
uirem
ents
, e.
g.
variet
y of
lear
nin
g a
nd t
each
ing a
ctiv
itie
s,
opport
unitie
s to
dem
onst
rate
and
pra
ctic
e sk
ills,
pla
nned
ref
lect
ion,
opport
unitie
s fo
r fe
edbac
k.
□
Lear
nin
g p
refe
rence
ques
tionnai
res,
e.g
. H
oney
and
Mum
ford
□
Work
shops
for
sess
ion p
lannin
g
skill
s
□
Cas
e st
udie
s cr
eate
d o
r bas
ed
on indiv
idual
pra
ctic
e
□
Tuto
r- led
or
lear
ner
-led
dis
cuss
ions
□
Pers
onal
lea
rnin
g log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
2.3
Exp
lain
how
ow
n
pla
nnin
g m
eets
the
indiv
idual
nee
ds
of
lear
ner
s
□
Lear
ner
nee
ds,
e.g
. re
cognitio
n o
f diffe
rence
s, v
arie
d a
spec
ts o
f Kolb
’s
Lear
nin
g C
ycle
(ac
tivi
ty,
reflec
tion,
rese
arch
, pla
nnin
g),
pla
nnin
g a
round
Blo
om
’s t
ypes
of
lear
nin
g
(know
ledge,
att
itude,
ski
ll),
pro
vidin
g
flex
ible
appro
aches
, re
sourc
es-b
ased
le
arnin
g,
enco
ura
gin
g indep
enden
t le
arnin
g,
lear
ner
cen
tred
, opport
unitie
s to
chec
k an
d c
orr
ect
lear
nin
g.
□
Res
earc
h a
nd p
rese
nta
tions
□
Sm
all gro
upw
ork
act
ivity
□
Tuto
r le
d o
r le
arner
-led
dis
cuss
ions.
□
Pers
onal
lea
rnin
g log
2.4
Exp
lain
way
s in
whic
h
teac
hin
g a
nd lea
rnin
g
pla
ns
can b
e ad
apte
d
to m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
□
Adap
ting p
lans,
e.g
. neg
otiat
ing t
o
mee
t in
div
idual
nee
ds,
alter
nat
ive
activi
ties
, in
div
idual
ise
lear
nin
g
pla
ns,
ext
ensi
on a
ctiv
itie
s, b
lended
le
arnin
g t
o incr
ease
fle
xibili
ty,
pre
senta
tions,
focu
s on g
roup o
r co
llabora
tive
act
ivitie
s, p
eer
teac
hin
g.
□
Cas
e st
udie
s cr
eate
d o
r bas
ed
on indiv
idual
pra
ctic
e
□
Sm
all-
gro
up a
ctiv
ity
to d
evel
op
indiv
idual
ised
lea
rnin
g p
lans
□
Dis
cuss
ion
2.5
Id
entify
opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
info
rm
incl
usi
ve p
ract
ice
□
Lear
ner
fee
dbac
k, e
.g.
enco
ura
ge
info
rmal
in-s
essi
on s
tuden
t fe
edbac
k,
use
of
dis
cuss
ion,
pla
nned
form
al
sess
ion/u
nit/c
ours
e re
view
s, u
se o
f fe
edbac
k pro
form
a, indiv
idual
le
arner
rev
iew
s, e
lect
ion o
f le
arner
re
pre
senta
tive
s, lea
rner
contr
ibutions
to t
eam
mee
tings.
□
Exa
mple
s ta
ken f
rom
pra
ctic
e
□
Dis
cuss
ion
□
Sam
ple
pro
form
a
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
3.1
Anal
yse
way
s in
whic
h
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d in
pla
nnin
g incl
usi
ve
teac
hin
g a
nd lea
rnin
g
□
Min
imum
core
pla
nnin
g o
pport
unitie
s,
e.g.
reco
rdin
g e
viden
ce o
f gro
up
dis
cuss
ion,
indiv
idual
or
gro
up
pre
senta
tions,
loca
ting a
nd
pro
cess
ing info
rmat
ion a
nd
resp
ondin
g t
o o
ther
s, n
ote
tak
ing,
pro
ject
work
, re
sear
ch r
eadin
g a
nd
onlin
e, u
se o
f num
erac
y in
dat
a co
llect
ion a
nd a
nal
ysis
.
□
Tuto
r-le
d d
iscu
ssio
n t
o e
xplo
re
opport
unitie
s fo
r in
corp
ora
ting
min
imum
core
into
the
pla
nnin
g
of
lear
nin
g a
nd t
each
ing,
follo
win
g o
n f
rom
dis
cuss
ions
on s
essi
on p
lannin
g e
g c
ase
studie
s
□
Min
imum
core
sta
ndar
ds
3
Be
able
to
imple
men
t th
e m
inim
um
core
in
pla
nnin
g incl
usi
ve
teac
hin
g a
nd
lear
nin
g
3.2
Apply
min
imum
core
el
emen
ts in p
lannin
g
incl
usi
ve t
each
ing a
nd
lear
nin
g
□
Tea
chin
g,
e.g.
gro
up d
iscu
ssio
n,
indiv
idual
or
gro
up p
rese
nta
tions,
pro
ject
work
, re
sear
ch,
dat
a.
□
Lite
racy
, e.
g.
read
ing,
rese
arch
, w
ritt
en a
ssig
nm
ents
, pro
ject
s, t
ests
, re
port
.
□
Languag
e, e
.g.
ques
tion a
nd a
nsw
er,
pai
r w
ork
, gro
up w
ork
, dis
cuss
ion,
lear
ner
pre
senta
tions,
ass
essm
ent.
□
Num
erac
y, e
.g.
mea
sure
men
t,
pro
port
ions,
num
ber
ing,
scal
e,
calc
ula
tion,
pre
senting d
ata.
□
ICT,
e.g.
word
or
dat
a pro
cess
ing,
rese
arch
ing,
pre
senting info
rmat
ion,
e-le
arnin
g,
use
of
intr
anet
.
□
Exa
mple
s of
nat
ura
lly o
ccurr
ing
evid
ence
(em
bed
din
g)
□
Ses
sion p
lans
□
Obse
rved
ses
sion f
eedbac
k
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
37
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
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n
pra
ctic
e w
hen
pla
nnin
g
to m
eet
the
indiv
idual
nee
ds
of
lear
ner
s,
taki
ng a
ccount
of
the
view
s of
lear
ner
s an
d
oth
ers
□
Ow
n r
evie
w o
f pla
nnin
g,
e.g.
fit
for
purp
ose
, tim
e m
anag
emen
t, m
eeting
goal
s, c
onte
nt
cove
rage,
ski
lls
opport
unitie
s.
□
Vie
ws,
e.g
. se
lf-e
valu
atio
n,
form
al
and info
rmal
fee
dbac
k fr
om
stu
den
ts,
tuto
r or
men
tor
obse
rvat
ion
feed
bac
k, s
tuden
t sa
tisf
action.
□
Effec
tive
nes
s in
ass
essi
ng,
e.g.
achie
ving g
oal
s, m
eeting t
imes
cale
s,
asse
ssm
ent
requirem
ents
, ac
hie
vem
ent
dat
a.
□
SW
OT a
nal
ysis
□
Rev
iew
of
feed
bac
k fr
om
tuto
rs
or
line
man
ager
on p
lannin
g
skill
s
□
Pers
onal
lea
rnin
g log
4
Be
able
to e
valu
ate
ow
n p
ract
ice
when
pla
nnin
g incl
usi
ve
teac
hin
g a
nd
lear
nin
g
4.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn
pla
nnin
g t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
□
Impro
ving o
wn p
ract
ice
in p
lannin
g,
e.g.
men
toring s
upport
, te
am
work
ing t
o s
upport
dev
elopm
ent,
in
tern
al v
erific
atio
n a
t pla
nnin
g
stag
e, w
ork
shad
ow
ing,
awar
din
g
org
anis
atio
n t
rain
ing o
r updat
ing o
f cu
rric
ulu
m r
equirem
ents
, updat
ing
tech
nic
al k
now
ledge
and e
xper
tise
.
□
Act
ion p
lannin
g
□
Work
ing a
longsi
de
an
exper
ience
d p
ract
itio
ner
□
Dis
cuss
ion w
ith m
ento
r
□
Indiv
idual
res
earc
h
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
38
Information for tutors
Delivery
To reflect the requirements of this unit the delivery approach should provide plenty of opportunities for learner-centred activities – based around the development of practical skills important in preparing and planning education and training. Because there is a need for learners to understand the underlying principles there also needs to be a balance between practice and tutor-led activities. Alternatively, this can be developed through learner-centred approaches based on individual research. Throughout the units in this qualification, learners will be developing skills, knowledge and understanding. As part of this process, when analysing approaches to teaching and learning, learners should be given opportunities to draw on their experiences and those of their peers, as well as those of more experienced practitioners. As learner responsibility is at the core of all the units, tutors should use opportunities for teaching by example.
Although this unit does not require evidence of teaching practice it does give learners the opportunity to select learning and teaching approaches from their own context and share them with others from a range of contexts, reflecting different curriculum or student needs. There are opportunities for individuals to provide individual case studies and mini-presentations and so that there is a strongly learner-centred approach to delivery. Centres should note that for this unit, learners are required to review and analyse their choices and actions regarding their programmes and plans for teaching practice. It is important to review and build on what has been covered in previous units to avoid duplication and over-teaching.
In promoting best practice, tutor delivery provides an opportunity to focus on structuring schemes of work and session plans that avoid the narrative or scripted approach. By focusing on learning rather than teaching, learners have the opportunity to review different approaches. The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of planning, learning and teaching approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, learners and context. For this reason, wherever possible, delivery of the unit should be related to learners’ own teaching situations, learners and experiences. To provide the required underpinning knowledge, learners should be actively challenged to question the validity of their approaches
Tutor delivery should help inform both individual practice and group learning by complementing the case studies or mini-presentations being considered by learners. It should also help in the delivery of underpinning principles to support, rather than lead, learner input. It is important to emphasise how this unit links with current professional standards and learners should discuss the issues raised by the unit content formally and informally. Learners should use assessment tools to help them evaluate their performance as a teacher, identifying opportunities for improvement.
Delivery should provide essential links to all other units in the Certificate so that learners can see the process of education and training as a whole. Evidence identified through one unit can be developed through all the others for example a scheme of work and session plans developed in this unit that includes assessment opportunities and resources from other units, is delivered and observed through teaching practice.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
39
Learning activities
At the beginning of the unit, time should be spent discussing learning and assessment activities, including the links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace.
Learning outcome 1
It should be possible to draw on learners’ experiences for the purposes of initial and diagnostic assessment. Reviewing initial and diagnostic assessment approaches such as learning or training needs analysis (LNA/TNA), key skills or minimum core and specialised testing could be the basis of whole-group discussion on the role and methods used for initial and diagnostic assessment in different contexts. Learners can carry out an individual initial assessment activity based on what centres currently use as a learning styles questionnaire (for example such as Honey and Mumford, the VARK test or the Multiple Intelligences questionnaire) and compare the results from at least two different tests. Following completion of the individual activity, whole-group discussion with tutor input could be used to highlight the value of initial and diagnostic assessment to session planning and identifying learner needs. This is important as it helps learners recognise that not everyone views learning in the same way they do.
Learning outcome 2
Each member of the group selects and prepares a presentation on one teaching method used with their students. Each individual explains underlying principles, for example Kolb (activity, reflection, research, planning) Bloom (knowledge, attitude, skill), and how these have informed their choice of method. They then provide at least one example or case study to demonstrate how the selected method has been adapted to meet a specific, individual learning need. A whole-group review of presentations should be followed by discussion in order to transfer learning for use in session planning.
These activities should then be summarised by the tutor, with the addition of any important aspects not covered by the group.
Learning outcomes 2 and 3
Tutors can demonstrate the qualities of a scheme of work through teaching by example, using the Certificate programme as a case study for a scheme of work. Learners can be provided with the awarding organisation’s requirements. The tutor presentation can be used to explain how the requirements are converted into a realistic programme that meets the requirements for content and timing. It should also mention alternative, more flexible, approaches that aid accessibility such as distance learning or blended learning models. Similarly, session plans can be based on an example from the Certificate programme session plans as a case study.
A basic structure is usually created with:
aims and objectives
timings
subject or technical knowledge and skills content
a variety of learning and teaching activities
resources
assessment opportunities (and minimum core)
session evaluation.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
40
Along with aims and objectives, most session plans include a section to identify any special requirements of the group or individuals where the plan may need to be adapted to highlight examples of good practice.
An example would be a small-group activity using the minimum core documents: learners divide into four groups; each group prepares an activity (lasting no more than 10 minutes) that could be included in a session plan for one of the minimum core areas (one for language, one for literacy, one for numeracy and one for ICT). Tutors can provide an appropriate level of challenge by selecting a core area that the group has not already covered, for example numeracy, but care should be taken to ensure all areas are covered. Groups should then be paired and the activity should be actively tested on the partners. Outcomes are fed back through small groups to the whole group. This activity should be followed by tutor-led discussion, exploring opportunities for incorporating minimum core into the planning of learning and teaching (following on from discussions on session planning). Using appropriate minimum core documents (key skills/functional skills/basis skills) individuals prepare an activity to include in one prepared session plan.
Learning outcomes 1, 2 and 3 – In observed teaching practice learners have the opportunity to show their use of the outcomes of appropriate methods of initial and diagnostic assessment with students, including negotiating and recording individual learning goals with students. Learners should provide examples of individualised teaching and learning programmes. These could be for example:
a scheme of work to cover teaching practice (or equivalent to reflect specialist requirements) that meets the needs of all learners and relevant curriculum requirements
a minimum of three session plans, including elements of the minimum core, that are observed as part of the Certificate programme requirements.
Learning outcome 4
This requires learners to evaluate their practice and identify areas for improvement. To be able to do this effectively, learners need tutor guidance and, at least initially, be given with quite structured activities. Not all learners are automatically ‘reflective’ and these need at least the basic tools if they are to be expected to produce something useful from the activity. A useful activity is for individuals to be required to provide peer feedback on a microteaching activity so that they can then structure their self-assessment in a similar way. This can then be developed further through a reflective journal, where learners evaluate their practice in planning inclusive learning and teaching. In pairs they review their practice and analyse ways to improve it.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Learners need opportunities to demonstrate evidence at the appropriate level. Extended writing showing a range of research areas and Harvard referencing, should be used to support evidence from practical teaching activities.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
41
It is possible to use the individual learning record approach to assessment and, with the addition of a single piece of extended writing, develop and demonstrate the level of understanding required for this unit. It is important that learners have enough opportunities to demonstrate their ability to expand ideas and develop their understanding through undertaking sufficient background research. This relates particularly to the underpinning knowledge required to make initial and diagnostic assessment meaningful when analysis is required in the assessment criteria.
Learners’ research should inform their understanding of the principles of inclusive learning and learning styles and how this informs their choice of teaching methods. It should link to the practical teaching activities.
Assessment activities
Sample suggested assessment activities that cover the assessment criteria are given on the following pages. They are for guidance only and it is recommended that centres either adapt given suggestions to meet local needs and resources or write their own assessments.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
42
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.2
, 1.3
As
par
t of
obse
rved
tea
chin
g p
ract
ice,
lea
rner
s sh
ow
use
of th
e outc
om
es o
f ap
pro
priat
e m
ethods
of
initia
l an
d d
iagnost
ic a
sses
smen
t, incl
udin
g n
egotiat
ing a
nd r
ecord
ing
indiv
idual
lea
rnin
g g
oals
with s
tuden
ts.
Exa
mple
s of
initia
l an
d d
iagnost
ic
asse
ssm
ent
activi
ties
.
Less
on p
lans
that
hav
e bee
n e
valu
ated
fu
lly r
egar
din
g p
lannin
g a
nd m
eeting
studen
t’s
nee
ds.
Pers
onal
lea
rnin
g log.
Rec
ord
of
obse
rvat
ion a
nd a
sses
smen
t re
cord
s.
1.1
, 2.3
2.4
Bas
ed o
n a
ppro
priat
e ex
ample
s of
initia
l an
d d
iagnost
ic a
sses
smen
t, lea
rner
s use
re
sear
ch t
o a
nal
yse
the
role
of
initia
l an
d d
iagnost
ic a
sses
smen
t in
sel
ecting t
each
ing
met
hods
when
pla
nnin
g s
essi
ons.
Lea
rner
s ex
pla
in h
ow
choic
es o
f te
achin
g m
ethods
mee
t th
e nee
ds
of
all le
arner
s an
d h
elp in n
egotiat
ing indiv
idual
lea
rnin
g g
oal
s. L
earn
ers
pro
vide
thre
e ca
se s
tudie
s to
show
how
ses
sion p
lans
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
one
com
pet
ent
studen
t an
d o
ne
studen
t la
ckin
g c
onfiden
ce,
and o
ne
studen
t re
quirin
g s
pec
ial co
nsi
der
atio
n,
for
exam
ple
a s
tuden
t w
ith d
ysle
xia
or
with
Englis
h a
s a
seco
nd lan
guag
e.
Writt
en a
ssig
nm
ent.
Pers
onal
lea
rnin
g log.
2.1
Le
arner
s pro
duce
a s
chem
e of
work
to c
ove
r te
achin
g p
ract
ice
(or
equiv
alen
t to
ref
lect
sp
ecia
list
requirem
ents
) th
at m
eets
all
lear
ner
and c
urr
iculu
m r
equirem
ents
.
Sch
eme
of
work
.
Cours
e sy
llabus
or
spec
ific
atio
n.
Tea
chin
g p
ort
folio
.
2.2
, 3.2
Le
arner
s pro
duce
a m
inim
um
of
thre
e se
ssio
n p
lans,
eac
h o
f w
hic
h las
ts a
min
imum
of
1
hour
and incl
udes
ele
men
ts o
f th
e m
inim
um
core
. The
pla
ns
are
obse
rved
as
par
t of
the
Cer
tifica
te r
equirem
ents
, an
d a
lso iden
tify
opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k.
(If
sess
ions
are
norm
ally
short
er t
han
an h
our,
com
bin
e or
arra
nge
for
an o
bse
rved
se
ssio
n s
pec
ific
ally
to a
llow
for
this
.)
Tea
chin
g p
ort
folio
and s
essi
on p
lans.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
43
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
2.5
, 4.1
, 4.2
U
sing f
eedbac
k fr
om
thei
r le
arner
s, a
s w
ell as
fro
m t
hei
r te
achin
g p
ract
ice
obse
rvat
ions
and s
elf-
eval
uat
ion,
lear
ner
s re
flec
t on t
he
effe
ctiv
enes
s of
thei
r pra
ctic
e, iden
tify
ing
way
s in
whic
h t
hei
r pla
nnin
g m
eets
the
nee
ds
of
thei
r le
arner
s. L
earn
ers
also
anal
yse
way
s in
whic
h t
hey
can
im
pro
ve t
hei
r pra
ctic
e.
Writt
en a
ssig
nm
ent
and a
ctio
n p
lan.
Pers
onal
lea
rnin
g log.
3.1
Le
arner
s use
fee
dbac
k fr
om
lea
rner
s, a
s w
ell as
fro
m t
each
ing p
ract
ice
obse
rvat
ions
and
self-e
valu
atio
n,
to e
valu
ate
each
obse
rved
ses
sion.
During o
bse
rvat
ion f
eedbac
k,
lear
ner
s ex
pla
in h
ow
min
imum
core
ele
men
ts w
ere
cove
red in p
lannin
g a
t le
ast
one
of
the
sess
ions.
Ses
sion e
valu
atio
n,
lear
ner
fee
dbac
k,
per
sonal
dev
elopm
ent
reco
rd a
nd
reco
rd o
f pro
fess
ional
dis
cuss
ion.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
44
Suggested resource
Books
Beere J — The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.ifl.ac.uk Institute for Learning (IFL)
www.geoffpetty.com Geoff Petty online teaching resources
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
45
Unit 3: Delivering Education and Training
Unit reference number: M/505/1022
QCF level: 4
Credit value: 6
Guided learning hours: 24
Unit aim
The aim of this unit is to enable learners to use inclusive teaching and learning approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their delivery practice. The unit gives learners, understanding of how technology can enhance teaching and learning, and covers expectations in relation to the minimum core in delivering inclusive teaching and learning.
The unit is largely practical and learning outcomes are assessed through teaching practice, and evaluation of that practice. Learners can use a previously devised scheme of work and associated session plans to create a purposeful and inclusive learning and teaching environment. Learners will need to demonstrate ways in which their practice reflects the range of skills, knowledge and understanding associated with an inclusive approach to learning and teaching. Learners must have the opportunity to demonstrate their understanding, in a practical context, of what is required to create a purposeful learning and teaching environment that meets the needs of all. They also need to understand the internal processes and external requirements associated with their subject and context.
While delivering teaching and learning, learners will need to have the opportunity to demonstrate and review ways to improve their communication skills and give their students opportunities to address aspects of the minimum core. The unit enables learners to explore the use, benefits and limitations of technology as a medium to enhance learning and teaching. It is important that learners have the opportunity to undertake research that can be used in analysing their practice.
Essential requirements
For this unit, centres need to ensure that all learners have the required access to a minimum of 30 hours of teaching practice. Simulation is not permitted as an alternative. To be eligible for the award of credit for this unit learners must be able to provide evidence of a minimum of three observations of their teaching that meet the required standard of practice, e.g. Ofsted grade 2. For the teaching observations each learner must have access to appropriately qualified and experienced observers, who must complete a written report for each observation (each of a minimum of one-hour session or equivalent).
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son B
TEC L
evel
4 C
ertifica
te in E
duca
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nd T
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QCF)
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pec
ific
atio
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Iss
ue
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2013 ©
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imited
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Learn
ing
ou
tco
mes,
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
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
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
Anal
yse
the
effe
ctiv
enes
s 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
to m
eeting t
he
indiv
idual
nee
ds
of
lear
ner
s
□
Effec
tive
nes
s of
appro
aches
, e.
g.
andra
gogic
al o
r le
arner
cen
tred
, dis
cuss
ion,
rese
arch
tas
ks,
pro
ject
work
, gro
up w
ork
, ped
agogic
al o
r te
acher
ce
ntr
ed,
e.g.
lect
ure
, dem
onst
ration,
pre
senta
tion.
□
Way
s to
mee
t le
arner
nee
ds,
e.g
. cl
ear
goal
s, e
ngag
ing t
hem
, ra
nge
of
lear
nin
g
styl
es,
smal
l-gro
up a
nd w
hole
-gro
up w
ork
, va
riet
y of
reso
urc
es,
mee
ting a
sses
smen
t re
quirem
ents
.
□
Tuto
r pre
senta
tion o
f new
co
nce
pts
or
princi
ple
s
□
Gro
up a
ctiv
ity,
e.g
. M
atch
ing
card
gam
e re
Know
les
□
Min
d m
appin
g
□
Indiv
idual
res
earc
h
□
Indiv
idual
ref
lect
ive
activi
ty
1.2
Cre
ate
an incl
usi
ve
teac
hin
g a
nd lea
rnin
g
envi
ronm
ent
□
Lear
nin
g e
nvi
ronm
ent,
e.g
. st
ruct
ure
d,
linke
d t
o lea
rner
nee
ds,
cle
ar a
nd s
har
ed
goal
s, a
ppro
priat
e co
nte
nt,
tim
e m
anag
ed,
effe
ctiv
e gro
up m
anag
emen
t.
□
Incl
usi
ve,
e.g.
addre
ssin
g indiv
idual
le
arner
nee
ds,
ran
ge
of
support
, pro
moting
posi
tive
att
itudes
to o
ther
s.
□
Tea
chin
g p
ract
ice
and r
ecord
of
obse
rvat
ion o
f te
achin
g
pra
ctic
e
□
Lear
ner
fee
dbac
k
□
Sel
f-as
sess
men
t
1
Be
able
to u
se
incl
usi
ve t
each
ing
and lea
rnin
g
appro
aches
in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
re
quirem
ents
1.3
D
emonst
rate
an
incl
usi
ve a
ppro
ach t
o
teac
hin
g a
nd lea
rnin
g
in a
ccord
ance
with
inte
rnal
and e
xter
nal
re
quirem
ents
□
Req
uirem
ents
, e.
g.
addre
ssin
g n
eeds
of
curr
iculu
m,
subje
ct s
pec
ific
know
ledge,
su
bje
ct-s
pec
ific
ski
lls,
asse
ssm
ent
nee
ds,
tim
e sc
ales
for
achie
vem
ent,
dev
elopm
ent
and p
rogre
ssio
n,
inte
rnal
qual
ity
assu
rance
.
□
Tea
chin
g p
ract
ice
and r
ecord
of
obse
rvat
ion o
f te
achin
g
pra
ctic
e
□
Lear
ner
fee
dbac
k
□
Sel
f-as
sess
men
t
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
47
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
Anal
yse
ben
efits
and
limitat
ions
of
com
munic
atio
n
met
hods
and m
edia
use
d in o
wn a
rea
of
spec
ialis
m
□
Com
munic
atio
n,
e.g.
tuto
r ta
lk,
dis
cuss
ion,
open
and c
lose
d q
ues
tionin
g,
non-v
erbal
, lis
tenin
g.
□
Med
ia,
e.g.
writt
en m
ater
ials
, use
of
imag
es,
Pow
erPo
int,
ICT,
VLE
(vi
rtual
le
arnin
g e
nvi
ronm
ent)
, au
dio
and v
isual
ai
ds.
□
Ben
efits,
e.g
. en
gag
ing s
tuden
ts,
sett
ing
appro
priat
e le
vel, im
pac
t, q
ual
ity
of
mat
eria
ls,
rele
vance
to lea
rnin
g.
□
Ques
tionin
g t
echniq
ues
re
sear
ch t
ask
□
The
six
face
s of
non-v
erbal
co
mm
unic
atio
n d
iscu
ssio
n
2.2
U
se c
om
munic
atio
n
met
hods
and m
edia
to
mee
t in
div
idual
st
uden
t nee
ds
□
Met
hods,
e.g
. va
ried
tone
and p
ace
in
lect
ure
, ap
pro
priat
e tim
ing a
nd d
ura
tion,
two-w
ay,
resp
ondin
g t
o s
tuden
ts,
sum
mar
isin
g,
invo
lvin
g o
ther
s, lan
guag
e,
leve
l, s
ubje
ct m
atte
r (t
echnic
al lan
guag
e),
pac
e, v
erbal
and n
on-v
erbal
, body
languag
e, m
ixed
med
ium
in p
rese
nta
tion.
□
Tea
chin
g p
ract
ice
and r
ecord
of
obse
rvat
ion o
f te
achin
g
pra
ctic
e
□
Ref
lect
ive
activi
ty
□
Role
pla
y
2
Be
able
to
com
munic
ate
with
studen
ts a
nd o
ther
le
arnin
g
pro
fess
ional
s to
pro
mote
lea
rnin
g
and p
rogre
ssio
n
2.3
Com
munic
ate
with
oth
er lea
rnin
g
pro
fess
ional
s to
mee
t in
div
idual
stu
den
t nee
ds
and e
nco
ura
ge
pro
gre
ssio
n
□
Way
s to
work
with o
ther
s, e
.g.
neg
otiat
e w
ith c
olle
agues
on b
ehal
f of
studen
ts,
spec
ialis
t su
pport
pro
vider
s,
cours
e/pro
gra
mm
e te
am,
contr
ibute
to
pro
gra
mm
e re
view
or
qual
ity
assu
rance
, ex
tern
al s
tandar
dis
atio
n.
□
Oth
ers,
e.g
. em
plo
yer,
work
pla
cem
ent
pro
vider
s, e
mplo
ymen
t ag
enci
es,
pote
ntial
ap
pre
ntice
ship
pro
vider
□
Progre
ssio
n,
e.g.
furt
her
educa
tion o
r sp
ecia
list
pro
vider
s, h
igher
educa
tion
pro
vider
s
□
Min
ute
s of
team
mee
tings
□
Sam
ple
rec
ord
s of
refe
rral
□
Sam
ple
lea
rner
act
ion p
lans
□
SAR (
Sel
f Ass
essm
ent
Rev
iew
)
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
48
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
Anal
yse
ben
efits
and
limitat
ions
of
tech
nolo
gie
s use
d in
ow
n a
rea
of
spec
ialis
m
□
Ben
efits,
e.g
. in
div
idual
ised
lea
rnin
g,
mat
eria
ls a
cces
sible
onlin
e, r
educe
s nee
d
for
pap
er-b
ased
res
ourc
es,
pro
moting
‘join
ed-u
p’ le
arnin
g,
allo
ws
for
diffe
rentiat
ion,
studen
t-ce
ntr
ed,
pro
mote
s st
uden
t re
sponsi
bili
ty,
glo
bal
isat
ion
thro
ugh a
cces
s to
the
world w
ide
web
, vi
sual
, cu
rren
t.
□
Lim
itat
ions,
e.g
. av
aila
bili
ty o
f in
tran
et,
acce
ss t
o a
ppro
priat
e te
chnolo
gy,
cost
, tim
e an
d e
ffort
to k
eep u
p t
o d
ate
with
chan
ges
in t
echnolo
gy,
ove
ruse
, nee
d f
or
appro
priat
e sk
ills
for
use
, fit
for
purp
ose
, hea
lth a
nd s
afet
y im
plic
atio
ns.
□
ICT A
udit
□
Indiv
idual
res
earc
h
□
Indiv
idual
or
gro
up
pre
senta
tions
□
Work
shops
3
Be
able
to u
se
tech
nolo
gie
s in
del
iver
ing incl
usi
ve
teac
hin
g a
nd
lear
nin
g
3.2
U
se t
echnolo
gie
s to
en
han
ce t
each
ing
and m
eet
indiv
idual
st
uden
t nee
ds
□
Tea
chin
g w
ith t
echnolo
gy,
e.g
. in
tera
ctiv
e w
hite
boar
d,
mat
eria
ls o
nlin
e, s
har
ed
spac
es o
nlin
e, F
aceb
ook,
Tw
itte
r, u
sing
mobile
phones
, in
tran
et t
o b
acku
p s
essi
on,
virt
ual
lea
rnin
g e
nvi
ronm
ent
(VLE
).
□
Lear
nin
g n
eeds,
e.g
. co
mpute
r-ai
ded
le
arnin
g,
soft
war
e, r
esea
rchin
g,
pro
duci
ng
assi
gnm
ents
, ad
dre
ssin
g m
inim
um
core
re
quirem
ents
, ex
tensi
on a
ctiv
ity
mat
eria
ls
onlin
e.
□
Tea
chin
g p
ract
ice
and r
ecord
of
obse
rvat
ion o
f te
achin
g
pra
ctic
e
□
Ref
lect
ive
activi
ty
□
Gro
up o
r in
div
idual
act
ivitie
s ad
apting a
nd d
evel
opin
g
reso
urc
es t
o r
efle
ct u
se o
f te
chnolo
gie
s to
mee
t co
ntr
asting lea
rner
nee
ds
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
49
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
4.1
Anal
yse
way
s in
w
hic
h m
inim
um
core
el
emen
ts c
an b
e dem
onst
rate
d w
hen
del
iver
ing incl
usi
ve
teac
hin
g a
nd lea
rnin
g
□
Tea
chin
g,
e.g.
gro
up d
iscu
ssio
n,
indiv
idual
or
gro
up p
rese
nta
tions,
pro
ject
work
, re
sear
ch,
dat
a.
□
Lite
racy
, e.
g.
read
ing,
rese
arch
, w
ritt
en
assi
gnm
ents
, pro
ject
s, t
ests
, re
port
.
□
Languag
e, e
.g.
ques
tion a
nd a
nsw
er,
pai
r w
ork
, gro
up w
ork
, dis
cuss
ion,
lear
ner
pre
senta
tions,
ass
essm
ent.
□
Num
erac
y, e
.g.
mea
sure
men
t, p
roport
ions,
num
ber
ing,
scal
e, c
alcu
lation,
pre
senting
dat
a.
□
ICT,
e.g.
word
or
dat
a pro
cess
ing,
rese
arch
ing,
pre
senting info
rmat
ion,
e-le
arnin
g,
use
of
intr
anet
.
□
Tuto
r pre
senta
tion a
nd
min
imum
core
sta
ndar
ds
□
Cas
e st
udie
s
□
Dis
cuss
ions
on s
essi
on
pla
nnin
g
□
Indiv
idual
or
gro
up r
esea
rch/
pre
senta
tions
4
Be
able
to
imple
men
t th
e m
inim
um
core
w
hen
del
iver
ing
incl
usi
ve t
each
ing
and lea
rnin
g
4.2
Apply
min
imum
core
el
emen
ts in
del
iver
ing incl
usi
ve
teac
hin
g a
nd lea
rnin
g
□
Apply
ing,
e.g.
opport
unitie
s fo
r ev
iden
ce,
rele
vant,
inte
gra
ted,
mea
nin
gfu
l, lin
ked t
o
lear
ner
nee
ds.
□
Lite
racy
, e.
g.
active
boar
d,
rese
arch
, han
douts
, in
stru
ctio
ns,
man
ual
s, w
ritt
en
task
s, t
ests
.
□
Languag
e, e
.g.
fit
for
audie
nce
, pre
senta
tions,
gro
up w
ork
, dis
cuss
ion,
ques
tionin
g.
□
Cas
e st
udie
s or
exam
ple
s of
nat
ura
lly o
ccurr
ing e
viden
ce
(em
bed
din
g)
□
Sam
ple
sch
eme
of
work
□
Sam
ple
ses
sion p
lans
□
Obse
rved
ses
sion f
eedbac
k
□
Sam
ple
res
ourc
es
□
Sam
ple
ass
essm
ent
activi
ties
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
50
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
□
Num
erac
y, e
.g.
mea
sure
men
t, c
alcu
lation,
use
of
dat
a, g
ather
ing a
nd a
nal
ysin
g
num
ber
evi
den
ce.
□
ICT,
e.g.
fit
for
purp
ose
, e-
lear
nin
g a
nd
e-as
sess
men
t, p
rese
nta
tion,
rese
arch
, ble
nded
lea
rnin
g.
5.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n
pra
ctic
e in
mee
ting
the
nee
ds
of
indiv
idual
lea
rner
s,
taki
ng a
ccount
of
the
view
s of
lear
ner
s an
d
oth
ers
□
Rev
iew
of
effe
ctiv
enes
s, e
.g.
mea
sure
of
ow
n a
nd s
tuden
ts,
succ
ess,
stu
den
t en
gag
emen
t, a
chie
vem
ent
of
pla
nned
se
ssio
n o
bje
ctiv
es, obse
rvat
ion r
eport
s.
□
Vie
ws
of
oth
ers,
e.g
. fo
rmal
and info
rmal
fe
edbac
k fr
om
stu
den
ts,
tuto
r or
men
tor
obse
rvat
ion f
eedbac
k, s
tuden
t sa
tisf
action
surv
ey,
feed
bac
k fr
om
oth
er p
rofe
ssio
nal
s.
□
Eva
luat
ion o
f del
iver
ed
sess
ions
□
Tuto
r se
ssio
n f
eedbac
k
□
Feed
bac
k fr
om
lea
rner
s or
pee
rs
□
Ref
lect
ive
journ
al
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in
del
iver
ing incl
usi
ve
teac
hin
g a
nd
lear
nin
g
5.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn
pra
ctic
e in
mee
ting
the
indiv
idual
nee
ds
of
lear
ner
s
□
Way
s to
mee
t nee
ds,
e.g
. re
sear
chin
g
lear
nin
g s
tyle
s, s
pec
ial nee
ds
trai
nin
g,
explo
re n
ew m
odes
of
del
iver
y an
d
asse
ssm
ent.
□
Way
s to
im
pro
ve t
each
ing,
e.g.
updat
ing
subje
ct k
now
ledge,
tec
hnic
al e
xper
tise
, re
sear
chin
g m
odific
atio
ns
to lea
rnin
g
pro
gra
mm
es a
nd s
upport
mat
eria
ls,
issu
es
of
non-v
erbal
lan
guag
e.
□
Ref
lect
ive
journ
al
□
Res
earc
h
□
Tuto
rial
rec
ord
□
Indiv
idual
act
ion p
lan
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
51
Information for tutors
Delivery
This is a practical unit where learners have the opportunity to explore the need for inclusive approaches to delivery and develop independent strategies to actively put them into practice through their practical teaching activities. To this end it is important for the key aspects of effective delivery to be dealt with at an early stage so tutor and learners have the opportunity to discuss different approaches to teaching and learning which can then be applied to their specialist areas. It is important to focus on individual practice in delivering learning and teaching through researching aspects that impact on education and training. For this reason this unit should be introduced early in the qualification, allowing learners to contribute more from their own experiences.
The unit should focus on assessing the effectiveness of a scheme of work and session plans, produced for the planning unit, when put into practice through teaching and learning activities and observed teaching practice sessions. Learners need opportunities to demonstrate and develop their understanding of the underpinning theory and knowledge for learning and teaching. The requirement for teaching practice means all learners have the opportunity to provide their own case studies and mini-presentations based on their own practice and context. They should be able to compare their approaches with those of other members of the group. Delivering learning to peers allows learners to try different approaches in a safe environment. It also enables greater flexibility in delivery. This can contribute significantly to building individual self-confidence and encourages learners to share experiences and consider a more interactive approach in the delivery of their own sessions.
The communications aspect of this unit is suited to tutor delivery, where learners need to understand the significance of their own use of communications when delivering their sessions. This is crucial in helping learners to identify ways to improve their communication skills and to address requirements for minimum core language and literacy. In contrast, the use of technology in delivering learning and teaching might most effectively be drawn from learners’ own activities. Learners often understand the nature of the specific technology required for the delivery of their subject and are usually up to date with developments in technology relevant to their own context.
As this unit relates to the delivery of learning and teaching, it is possible to involve learners in negotiating delivery methods and approaches to suit their needs and contexts. In this way, learners actively engage in creating their own purposeful, inclusive learning and teaching environment. It is important to emphasise links with current professional standards, discussing the issues raised by the unit content, both formally and informally. This will help learners to use assessment tools to evaluate their performance as a teacher and identify opportunities for improvement of their delivery of learning and teaching.
Learning activities have been included in this unit as guidance, for use with the suggested assessment activities. They demonstrate one way of planning the delivery and assessment of this unit. The learning activities suggested for this unit include tutor-led discussions and presentations, whole-group discussion, individual learner presentations and teaching practice. Tutors need to link their planning for this unit to the other units in the qualification to ensure an integrated or holistic
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
52
approach. When introducing the unit, time should be given to discussion of the learning and assessment activities, along with the links between the units, the use of teaching practice as a part of their own learning process and overlapping evidence from the workplace.
Learning outcomes 1 and 4
Individual, pre-prepared mini-presentations, based on evaluation of own practice in delivering one of the prepared session plans. Each learner reviews their choice of learning and teaching activities and research in relation to their curriculum requirements (including assessment and minimum core) and the needs of their students. Presentations should be followed by whole-group discussion on issues of inclusion and specific problems encountered in practice. This could be done in conjunction with a tutor presentation, summarising learning in order to improve practice. This should be used as an opportunity for 1:1 tutorials to follow the presentations and check progress on portfolio building, to update records of observations and teaching practice hours and to update action planning.
Tutor-led discussion on what makes an inclusive learning environment. Tutor should steer the discussion from the generic to the specific. ‘Show and tell’ activity in small groups, comparing the design of session plans using one example taken from teaching practice (possibly based on suggested planning format using Kolb’s activity, reflection, research, planning and Bloom’s knowledge, attitude, skill where appropriate). Links discussed to specific curriculum, environment and learner needs. Tutor-led discussion on the feedback from the ‘show and tell’ activity, including ways in which requirements for the minimum core can be incorporated into the delivery of learning and teaching in order to use naturally occurring opportunities for developing skills in language, literacy, numeracy and ICT. A tutor summary could then focus on approaches to effective group management and different approaches to engage learners.
Learning outcomes 2 and 5
Tutor presentation to cover the basic principles of effective communication, including verbal and written, body language, information communication technology, communication as a two-way process and appropriate to the audience. Individual SWOT (strengths, weaknesses, opportunities, threats) analysis to review individual communication skills, followed by whole-group discussion, to share findings and consider ways in which skills could be improved. Whole-group discussion is useful to review individual practice in communicating with other learning professionals to meet learner needs and encourage progression, from experiences through teaching practice.
Learning outcome 3
Individual mini-presentations drawing on learner’s experiences through teaching practice to identify the technology used in specific contexts along with the benefits and limitations of using technology in learning and teaching. Following each presentation there should be opportunities for questions and answers along with examples to share with the group. This could be followed by a display of technology used by the group members with an opportunity for informal ‘show and tell’, and discussions between interested parties to explore possibilities for adapting to different contexts. It is recommended that the technology display is carried out as an informal activity so that learners are able to focus on the types of technology they find particularly interesting or relevant.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
53
An alternative delivery approach could be to set up a ‘marketplace’ activity where each individual brings an example of the use of technology from their practice and displays it to other members of the group. Learners should be able to circulate to get an idea of the different uses of technology and come together for a whole-group discussion with tutor input at the end.
Learning outcomes 1, 2, 4 and 5
Teaching practice activities — as part of their schemes of work and a minimum of three observed sessions, learners should:
create an inclusive teaching and learning environment
use learning and teaching activities to meet curriculum requirements
provide opportunities for students to practise their literacy, language, numeracy and ICT skills
use communication methods and media to meet the needs of all students
communicate with other learning professionals to meet student needs and encourage progression
apply minimum core elements in delivering lifelong learning
review the effectiveness of their use of inclusive learning and teaching approaches in meeting the needs of all students.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
The learning outcomes for this unit must be assessed in a teaching and learning environment. Simulation is not permitted. The required practice should be in the appropriate context – either with groups, individuals or a combination of both. Observations of learners’ practice can be formative and summative.
This unit relates to the delivery of learning and teaching and the appropriate assessment criteria should be based on evidence from teaching practice. Examples of evidence may come from:
the teaching practice portfolio to cover the requirements of teaching practice, scheme of work and a minimum of three observed sessions – complete with examples of resources, assessment and minimum core materials
feedback records, including tutor observation reports, record of professional discussion, peer feedback forms and student feedback
personal development record, or reflective journal, to record personal observations and learning
research and development of understanding through detailed analysis in extended written assignments – referenced in keeping with Level 4 requirements.
Additional portfolio documentation can include:
key documentation, for example organisation, awarding organisation, vocational body
curriculum or course documentation
course handbook
witness statements when not part of the teaching observation requirements.
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It is important that learners are given opportunities to demonstrate evidence at the appropriate level, therefore written activities must be included to address the requirements for analysis as at Level 4. Evidence is required of individual research, referencing and extended writing. Learners should be given a challenge in the assessment, being required to draw evidence from a variety of sources and provide clear links between practice and theory, including reference to underpinning knowledge.
Assessment activities
Suggested outline assessment activities are given on the following pages. They are for guidance only. It is recommended that centres adapt the Pearson assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
55
Su
gg
est
ed
ou
tlin
e a
ssess
men
t act
ivit
ies
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.1
, 1.2
, 2.1
, 4.2
U
sing t
he
pre
par
ed p
lans
each
obse
rvat
ion m
ust
giv
e yo
u t
he
opport
unity
to d
emonst
rate
that
you a
re a
ble
to:
es
tablis
h a
nd s
ust
ain a
saf
e, incl
usi
ve lea
rnin
g e
nvi
ronm
ent
use
incl
usi
ve t
each
ing a
nd lea
rnin
g a
ppro
aches
and
reso
urc
es,
incl
udin
g t
echnolo
gie
s, t
o m
eet
the
indiv
idual
nee
ds
of
studen
ts a
s w
ell as
min
imum
core
ele
men
ts
dem
onst
rate
way
s to
pro
mote
equal
ity
and v
alue
div
ersi
ty
in o
wn t
each
ing
co
mm
unic
ate
with s
tuden
ts t
o m
eet
indiv
idual
lea
rnin
g
nee
ds
use
typ
es a
nd m
ethods
of
asse
ssm
ent,
incl
udin
g p
eer-
asse
ssm
ent
and s
elf-
asse
ssm
ent
to invo
lve
studen
ts in
asse
ssm
ent,
mee
t th
e in
div
idual
nee
ds
of
studen
ts,
enab
le
lear
ner
s to
pro
duce
ass
essm
ent
evid
ence
that
is
valid
, re
liable
, su
ffic
ient,
auth
entic
and c
urr
ent
and m
eet
inte
rnal
an
d e
xter
nal
ass
essm
ent
requirem
ents
. Rec
ord
res
ults
and
com
munic
ate
with t
hose
with a
leg
itim
ate
inte
rest
in
studen
t per
form
ance
.
use
ques
tionin
g a
nd f
eedbac
k to
contr
ibute
to t
he
asse
ssm
ent
pro
cess
.
Tea
chin
g p
ract
ice
port
folio
: m
inim
um
thre
e det
aile
d
sess
ion p
lans
each
of
min
imum
one
hour,
res
ourc
es
and a
sses
smen
t ac
tivi
ties
use
d in o
bse
rved
se
ssio
ns.
Min
imum
thre
e w
ritt
en r
eport
s fr
om
tea
chin
g
pra
ctic
e obse
rvat
ions
– a
t le
ast
one
from
tuto
r, o
ne
from
subje
ct s
pec
ialis
t an
d o
ne
from
either
.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
56
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.3
, 4.1
, 5.1
Fo
llow
ing E
ACH
obse
rved
ses
sion,
pro
duce
a w
ritt
en e
valu
atio
n
to e
xpla
in h
ow
you m
eet
the
indiv
idual
nee
ds
of
studen
ts in
educa
tion a
nd t
rain
ing.
Use
the
firs
t to
pro
duce
a w
ritt
en e
ntr
y fo
r yo
ur
Indiv
idual
Lea
rnin
g R
ecord
(IL
R)
to a
nal
yse
the
effe
ctiv
enes
s of
your
teac
hin
g a
nd lea
rnin
g a
ppro
aches
. (a
ppro
x 750 w
ord
s).
Incl
ude
rese
arch
and H
arva
rd r
efer
enci
ng t
o s
upport
your
anal
ysis
.
Ses
sion e
valu
atio
ns,
sam
ple
act
ivitie
s or
reso
urc
es
and indiv
idual
lea
rnin
g r
evie
w.
Obse
rvat
ion r
eport
, pro
fess
ional
dis
cuss
ion,
witnes
s st
atem
ent
and p
erso
nal
dev
elopm
ent
reco
rd.
Evi
den
ce is
required
of
indiv
idual
res
earc
h a
nd
indic
ativ
e re
fere
nci
ng.
2.2
, 2.3
U
sing t
hei
r ev
aluat
ed s
essi
on p
lans,
lea
rner
s pro
vide
evid
ence
of
com
munic
atio
n w
ith o
ther
lea
rnin
g p
rofe
ssio
nal
s to
mee
t sp
ecific
stu
den
t nee
ds
and t
o e
nco
ura
ge
pro
gre
ssio
n.
Lear
ner
s pro
vide
a re
flec
tive
acc
ount
det
ailin
g h
ow
thei
r co
mm
unic
atio
n s
kills
could
be
impro
ved a
nd w
ays
this
could
be
achie
ved.
Ses
sion e
valu
atio
ns.
Ref
lect
ive
acco
unt.
3.1
, 3.2
an
d 5
.2
Follo
win
g t
he
shar
ing t
echnolo
gy
activi
ty,
lear
ner
s pro
duce
a
writt
en e
valu
atio
n a
nal
ysin
g d
iffe
rent
way
s to
use
this
te
chnolo
gy
to e
nhan
ce t
hei
r del
iver
y. L
earn
ers
revi
ew t
he
ben
efits
and lim
itat
ions
of
usi
ng t
echnolo
gy
in t
he
lear
nin
g,
usi
ng e
xam
ple
s to
illu
stra
te p
oin
ts (
appro
x 750 w
ord
s).
Incl
ude
rese
arch
and H
arva
rd r
efer
enci
ng t
o s
upport
your
anal
ysis
.
Lear
ner
s pro
vide
a re
flec
tive
acc
ount,
anal
ysin
g w
ays
to
impro
ve t
hei
r pra
ctic
e in
usi
ng a
ppro
aches
to m
eet
the
nee
ds
of
thei
r st
uden
ts.
Writt
en r
eport
, sa
mple
res
ourc
es.
Evi
den
ce is
required
of
indiv
idual
res
earc
h a
nd
indic
ativ
e re
fere
nci
ng.
Ref
lect
ive
acco
unt.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
57
Suggested resource
Books
Beere J — The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154 (supported by website materials at www.geoffpetty.com)
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S — Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.excellencegateway.org.uk Learning and Skills Improvement Service (LSIS) Excellence Gateway
www.ifl.ac.uk Institute for Learning (IFL)
www.iboard.co.uk Interactive activities
www.geoffpetty.com Geoff Petty online teaching resources
www.niace.org.uk The National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.teachers-direct.co.uk Resources for interactive quizzes
www.tes.co.uk TES teaching resource ideas
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
58
Unit 4: Assessing Learners in Education and Training
Unit reference number: F/505/1025
QCF level: 4
Credit value: 6
Guided learning hours: 24
Unit aim
This unit aims to enable learners to use different types and methods of assessment, to conduct and record assessment and to evaluate their assessment practice. The unit covers expectations relating to the minimum core when assessing students.
Learners will be expected to communicate assessment information to other relevant professionals in the appropriate way to evaluate their assessment practice and to look for ways to improve it.
While this unit requires the use of different types and methods of assessment it is important that learners demonstrate an understanding of the underlying principles to support choices made. The approaches selected need to promote student involvement in the assessment process, such as through self-assessment and peer assessment, to provide evidence that is valid, reliable, sufficient, authentic and current in order to promote learning.
The learner must also understand the principles behind the assessment of specific learning programmes, which need to meet both internal and external requirements. This helps to ensure that accurate information is available about subject-related achievement understanding this information should be shared with students and those with a legitimate interest in student achievement. The unit requires a review of ways in which assessment can address the minimum core elements, creating opportunities to assess language, literacy, numeracy and ICT.
Essential requirements
As the planning and delivery of teaching practice should include opportunities to check learning there is a requirement for an appropriately qualified and experienced tutor to observe and assess practice in this unit. To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of one observation of practice that has met the required standard.
Links should be made between this unit and all the other mandatory units that make up the Certificate. This is to ensure that learners appreciate the role of assessment in the learning process and the need to plan effective assessment into all aspects of delivery. If learners have completed the Award links should also be made to the unit ‘Understanding Assessment in Education and Training’ in order to develop ideas already considered.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
59
Learn
ing
ou
tco
mes,
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
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
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
asse
ssm
ent
use
d in e
duca
tion a
nd
trai
nin
g
□
Purp
ose
s, e
.g.
awar
din
g b
ody
requirem
ents
, vo
cational
sta
ndar
ds,
fo
rmat
ive
or
sum
mat
ive,
crite
rion o
r norm
-ref
eren
cing,
initia
l or
dia
gnost
ic,
sett
ing s
hort
ter
m o
r lo
ng-t
erm
goal
s, e
stab
lish lev
el o
f sk
ill,
sum
of
know
ledge,
dem
onst
ration o
f under
stan
din
g,
chec
k-an
d-c
orr
ect.
□
Tuto
r pre
senta
tion w
ith
awar
din
g o
rgan
isat
ion
docu
men
ts
□
Sm
all-
gro
up a
ctiv
itie
s
□
Dis
cuss
ion
1
Be
able
to u
se
types
and m
ethods
of
asse
ssm
ent
to
mee
t th
e nee
ds
of
indiv
idual
lea
rner
s
1.2
Anal
yse
the
effe
ctiv
enes
s of
asse
ssm
ent
met
hods
in r
elat
ion t
o m
eeting
the
indiv
idual
nee
ds
of
lear
ner
s
□
Eff
ective
nes
s, e
.g.
flex
ibili
ty o
f in
tern
ally
set
and m
arke
d
asse
ssm
ent,
opport
unitie
s fo
r ch
eck-
and-c
orr
ect;
sta
ndar
dis
ed,
e.g.
bet
wee
n lea
rner
s, a
cross
org
anis
atio
n,
loca
lly,
nat
ional
ly
□
Indiv
idual
nee
ds,
e.g
. ap
pro
priat
e le
vel an
d c
onte
nt,
ref
lect
ing s
pec
ific
nee
ds,
alter
nat
ive
met
hods
neg
otiat
ed,
pro
vidin
g lea
rner
with
stra
tegie
s fo
r as
sess
men
t,
opport
unitie
s to
pra
ctic
e as
sess
men
t,
appro
priat
e tim
ing a
nd c
onte
xt,
opport
unitie
s fo
r re
subm
issi
on o
r ad
ditio
nal
obse
rvat
ions.
□
Indiv
idual
or
gro
up r
esea
rch
and p
rese
nta
tions
□
Indiv
idual
lea
rnin
g log
□
Exa
mple
s fr
om
pra
ctic
e
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
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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
1.3
U
se t
ypes
and
met
hods
of
asse
ssm
ent
to m
eet
the
indiv
idual
nee
ds
of
studen
ts
□
Typ
es,
e.g.
initia
l, f
orm
ativ
e,
sum
mat
ive,
dia
gnost
ic,
criter
ion
refe
rence
d,
norm
ref
eren
ced,
med
al
and-m
issi
on,
chec
k-an
d-c
orr
ect.
□
Met
hods,
e.g
. w
ritt
en a
ssig
nm
ents
, ca
se s
tudie
s, t
ests
, m
ultip
le c
hoic
e ques
tions,
gap
ped
han
douts
, w
ork
shee
ts,
pra
ctic
als,
obse
rvat
ion,
witnes
s te
stim
ony,
quiz
, dis
cuss
ion
reco
rd,
video
rec
ord
ing,
gro
up w
ork
.
□
Indiv
idual
res
earc
h
□
Aw
ardin
g o
rgan
isat
ion s
ample
as
sess
men
ts
□
Sam
ple
com
ple
ted a
sses
smen
ts
□
Obse
rvat
ion r
eport
1.4
U
se p
eer-
and s
elf-
asse
ssm
ent
to
pro
mote
stu
den
ts’
invo
lvem
ent
and
per
sonal
res
ponsi
bili
ty
in t
he
asse
ssm
ent
for,
an
d o
f, t
hei
r le
arnin
g
□
Peer
ass
essm
ent,
e.g
. co
llabora
tive
ac
tivi
ties
, ch
ecki
ng a
nd c
orr
ecting
lear
nin
g in p
eer
teac
hin
g,
pee
r m
arki
ng o
f w
ritt
en w
ork
/tes
ts,
pee
r obse
rvat
ion a
nd f
eedbac
k, p
air
or
gro
up a
sses
smen
t ac
tivi
ty.
□
Sel
f as
sess
men
t, e
.g.
safe
conte
xt t
o
enco
ura
ge
reflec
tion,
ILP/
ILR
(indiv
idual
lea
rnin
g p
lan r
ecord
),
agai
nst
per
form
ance
or
asse
ssm
ent
criter
ia,
indiv
idual
dis
cuss
ion,
self-
asse
ssm
ent
revi
ew,
thro
ugh t
uto
rial
ac
tivi
ty a
nd a
ctio
n p
lannin
g,
reco
gnis
ing a
nd r
espondin
g t
o
support
nee
ds,
ski
lls r
evie
w.
□
Sam
ple
pee
r as
sess
men
t ac
tivi
ties
□
Sam
ple
ref
lect
ive
journ
al/I
LP
□
Ses
sion p
lans
□
Role
pla
y
□
Obse
rvat
ion r
ecord
□
Pers
onal
lea
rnin
g log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
61
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
1.5
U
se q
ues
tionin
g a
nd
feed
bac
k to
contr
ibute
to
the
asse
ssm
ent
pro
cess
□
Ques
tionin
g,
e.g.
open
and c
lose
d
ques
tions,
chec
king u
nder
stan
din
g,
enco
ura
gin
g s
tuden
ts’ ques
tions,
neg
otiat
ion,
form
al q
ues
tionin
g
agai
nst
crite
ria,
chec
king
under
pin
nin
g k
now
ledge
in s
kills
as
sess
men
t, p
ause
-pounce
or
targ
eted
.
□
Feed
bac
k, e
.g.
indiv
idual
or
gro
ups,
cr
eating o
pport
unitie
s, c
lear
, co
nst
ruct
ive,
appro
priat
e en
viro
nm
ent
and t
imin
g,
spec
ific
to
asse
ssm
ent
requirem
ents
, fe
edbac
k sa
ndw
ich (
pra
ise,
critici
sm,
pra
ise)
, ‘m
edal
and m
issi
on’, n
egotiat
ing
goal
s, a
ctio
n p
lannin
g,
enco
ura
gin
g
studen
t fe
edbac
k, v
aluin
g f
eedbac
k.
□
Min
d m
appin
g o
r th
ought
casc
adin
g
□
Role
pla
y
□
Gro
up a
ctiv
ity
□
Tea
chin
g p
ract
ice
obse
rvat
ion
reco
rd
□
Indiv
idual
lea
rnin
g log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
62
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
Id
entify
the
inte
rnal
an
d e
xter
nal
as
sess
men
t re
quirem
ents
and
rela
ted p
roce
dure
s of
lear
nin
g p
rogra
mm
es
□
Inte
rnal
req
uirem
ents
, e.
g.
mee
t org
anis
atio
nal
polic
ies
and
pro
cedure
s, a
ppro
priat
e to
sta
ndar
d
or
leve
l, a
ppro
priat
e co
nte
xt,
inte
rnal
ve
rifica
tion o
r m
oder
atio
n in r
elat
ion
to t
he
lear
nin
g p
rogra
mm
e, a
ddre
ss
studen
t nee
ds.
□
Ext
ernal
req
uirem
ents
, e.
g.
curr
ent
awar
din
g o
rgan
isat
ion r
equirem
ents
an
d s
tandar
ds,
val
idat
ed a
sses
sors
, outc
om
es c
an b
e au
then
tica
ted,
exte
rnal
ver
ific
atio
n o
r ex
amin
ers,
ch
ecki
ng o
f in
tern
al q
ual
ity
assu
rance
, m
eeting e
mplo
yer’s
requirem
ents
.
□
Org
anis
atio
n a
sses
smen
t polic
ies
and p
roce
dure
s
□
Inte
rnal
qual
ity
assu
rance
re
quirem
ents
(IQ
A)
□
Aw
ardin
g o
rgan
isat
ion
docu
men
tation
□
Sam
ple
ass
essm
ent
mat
eria
ls
□
Tuto
r pre
senta
tion
□
Whole
gro
up d
iscu
ssio
n
2
Be
able
to c
arry
out
asse
ssm
ents
in
acco
rdan
ce w
ith
inte
rnal
and
exte
rnal
re
quirem
ents
2.2
U
se a
sses
smen
t ty
pes
an
d m
ethods
to e
nab
le
lear
ner
s to
pro
duce
as
sess
men
t ev
iden
ce
that
is
valid
, re
liable
, su
ffic
ient,
auth
entic
and c
urr
ent
□
Val
id,
e.g.
linke
d t
o lea
rnin
g,
mee
ting
stan
dar
ds,
addre
ssin
g s
tuden
t nee
ds.
□
Rel
iable
, e.
g.
rele
vant,
rig
oro
us,
su
pport
ed,
moder
ated
.
□
Suffic
ient,
e.g
. ap
pro
priat
e dep
th a
nd
range
of
evid
ence
, re
quired
lev
el,
logged
and t
rack
ed.
□
Auth
entic,
e.g
. st
uden
t ow
ner
ship
, at
trib
ution t
o s
ourc
e, r
epea
table
, su
pport
ed b
y w
itnes
s or
obse
rver
st
atem
ents
.
□
Curr
ent,
e.g
. m
eeting c
urr
ent
stan
dar
ds,
curr
ent
evid
ence
, w
ithin
ap
pro
priat
e tim
esca
les,
contr
ibuting
to c
urr
ent
lear
nin
g.
□
Aw
ardin
g-o
rgan
isat
ion
per
form
ance
or
asse
ssm
ent
criter
ia
□
Sam
ple
s fr
om
pra
ctic
e
□
Ass
essm
ent
tim
etab
le
□
Sam
ple
tra
ckin
g a
nd loggin
g
pro
form
a
□
Obse
rvat
ion r
ecord
□
Sm
all-
gro
up w
ork
, re
sear
ch a
nd
gro
up p
rese
nta
tions
□
Indiv
idual
pra
ctic
al a
ctiv
ity
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
63
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
2.3
Conduct
ass
essm
ents
in
lin
e w
ith inte
rnal
an
d e
xter
nal
re
quirem
ents
□
Inte
rnal
req
uirem
ents
, e.
g.
corr
ect
inte
rpre
tation o
f qual
ific
atio
n,
mai
nta
inin
g r
ecord
s, m
onitoring o
f pro
gre
ss,
ensu
ring a
dher
ence
to
polic
ies
and p
roce
dure
s.
□
Ext
ernal
req
uirem
ents
, e.
g.
ensu
ring
com
plia
nce
with a
ppro
val an
d
pro
cedure
s, a
uditab
le,
acce
ss t
o f
air
asse
ssm
ent
and a
ppea
ls,
reco
rdin
g
evid
ence
, sa
mplin
g a
cross
stu
den
ts o
r units,
qual
ity
assu
rance
.
□
Org
anis
atio
n a
sses
smen
t polic
ies
and p
roce
dure
s
□
Inte
rnal
qual
ity
assu
rance
re
quirem
ents
(IQ
A)
□
Aw
ardin
g o
rgan
isat
ion
docu
men
tation
□
Sel
f-as
sess
men
t-re
view
2.4
Rec
ord
the
outc
om
es
of
asse
ssm
ents
to
mee
t in
tern
al a
nd
exte
rnal
req
uirem
ents
□
Inte
rnal
, e.
g.
initia
l as
sess
men
t an
d
lear
ner
support
rec
ord
s, w
ritt
en
feed
bac
k to
lea
rner
, obse
rvat
ion
report
, dis
cuss
ion r
ecord
, w
itnes
s st
atem
ent,
pro
gre
ss r
evie
w,
asse
ssm
ent
pla
n,
asse
ssm
ent
dec
isio
ns.
□
Ext
ernal
, e.
g.
verifica
tion a
nd q
ual
ity
assu
rance
, su
cces
s, r
eten
tion a
nd
achie
vem
ent
dat
a, e
mplo
yer
requirem
ents
, fu
ndin
g a
nd insp
ection.
□
Sam
ple
ass
essm
ent
reco
rdin
g,
trac
king a
nd loggin
g
docu
men
ts
□
Aw
ardin
g-o
rgan
isat
ion p
ro
form
a
□
Exa
mple
s fr
om
indiv
idual
pra
ctic
e
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
2.5
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n
inte
rest
in lea
rner
(s
tuden
t) a
chie
vem
ent
□
Info
rmat
ion,
e.g.
studen
t ac
hie
vem
ent,
support
nee
ds,
pro
gra
mm
e per
form
ance
, ben
chm
arki
ng,
to info
rm q
ual
ity
assu
rance
, lo
cal or
nat
ional
per
form
ance
tab
les.
□
Oth
er p
rofe
ssio
nal
s, e
.g.
colle
agues
or
subje
ct t
eam
, le
arnin
g s
upport
, th
ose
res
ponsi
ble
for
reg
istr
atio
n a
nd
cert
ific
atio
n,
inte
rnal
qual
ity
assu
rance
, em
plo
yers
, in
spec
tion
agen
cies
, aw
ardin
g b
odie
s, t
rain
ing
pro
vider
s.
□
Org
anis
atio
n d
isse
min
atio
n
pro
cedure
s eg
shar
ing o
f in
form
atio
n w
ith t
hose
with a
le
gitim
ate
inte
rest
via
intr
anet
□
Min
ute
s of
team
mee
tings
□
Profe
ssio
nal
dis
cuss
ion
□
Sam
ple
pro
form
a
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
3.1
Anal
yse
way
s in
whic
h
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d in
asse
ssin
g lea
rner
s (s
tuden
ts)
□
Ass
essi
ng,
e.g.
opport
unitie
s fo
r nat
ura
lly o
ccurr
ing e
viden
ce,
usi
ng a
ra
nge
of
sourc
es o
f ev
iden
ce t
o
incl
ude
liter
acy,
lan
guag
e num
erac
y an
d I
CT,
inte
gra
ted o
r holis
tic
asse
ssm
ent
appro
aches
, lin
ked t
o
studen
t nee
ds.
□
ICT u
se in g
ener
atin
g a
sses
smen
t ev
iden
ce,
e.g.
onlin
e as
sess
men
t,
inte
gra
ted a
sses
smen
t ap
pro
aches
, le
arner
sel
f-as
sess
men
t opport
unitie
s to
chec
k-an
d-c
orr
ect,
pra
ctic
e as
sess
men
ts.
□
Tuto
r pre
senta
tion a
nd
min
imum
core
sta
ndar
ds
□
Cas
e st
udie
s
□
Sam
ple
ass
essm
ent
mat
eria
ls
□
Indiv
idual
or
gro
up r
esea
rch/
pre
senta
tions
3
Be
able
to
imple
men
t th
e m
inim
um
core
w
hen
ass
essi
ng
studen
ts
3.2
Apply
min
imum
core
el
emen
ts in a
sses
sing
lear
ner
s (s
tuden
ts)
□
Languag
e, e
.g.
verb
al a
sses
smen
t,
indiv
idual
pre
senta
tions,
rec
ord
of
gro
up d
iscu
ssio
n o
r deb
ate,
ver
bal
ques
tion a
nd a
nsw
er,
dis
cuss
ion
reco
rd,
writt
en a
ssig
nm
ent,
rep
ort
, pro
ject
, w
ritt
en t
ests
or
exam
inat
ion.
□
Num
erac
y, e
.g.
pro
ble
m s
olv
ing,
use
of
mea
sure
men
t, s
cale
, st
atis
tics
, pro
cess
ing a
nd a
nal
ysin
g d
ata,
in
terp
reting a
nd e
valu
atin
g r
esults.
□
ICT,
e.g.
word
pro
cess
ing,
spre
adsh
eets
, dat
a in
terp
reta
tion,
imag
e pro
cess
ing,
findin
g a
nd
sele
ctin
g info
rmat
ion,
e-as
sess
men
t,
e-port
folio
, re
cord
ing a
nd s
toring o
f as
sess
men
t, p
rese
nting info
rmat
ion.
□
Cas
e st
udie
s or
exam
ple
s of
nat
ura
lly o
ccurr
ing e
viden
ce
(em
bed
din
g)
□
Sam
ple
sch
eme
of
work
□
Sam
ple
ses
sion p
lans
□
Obse
rved
ses
sion f
eedbac
k
□
Sam
ple
res
ourc
es
□
Sam
ple
ass
essm
ent
activi
ties
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
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
D
eli
very
gu
idan
ce
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n
asse
ssm
ent
pra
ctic
e,
taki
ng a
ccount
of
the
view
s of
lear
ner
s (s
tuden
ts)
and o
ther
s
□
Effec
tive
nes
s, e
.g.
team
eva
luat
ion,
revi
ewin
g a
sses
smen
t outc
om
es,
studen
t ac
hie
vem
ents
, qual
ity
assu
rance
/im
pro
vem
ent
revi
ews.
□
Ass
essm
ent
pra
ctic
e, e
.g.
tim
ings,
le
vel of
studen
t par
tici
pat
ion o
r in
volv
emen
t, S
WO
T a
nal
ysis
bas
ed
on a
sses
smen
t st
rate
gie
s, r
evie
w o
f as
sess
men
t outc
om
es,
achie
vem
ent
of
targ
ets,
annual
rev
iew
/SAR,
obse
rvat
ion o
f pra
ctic
e fe
edbac
k.
□
SW
OT a
nal
ysis
□
Rev
iew
of
feed
bac
k fr
om
:
□
ow
n s
tuden
ts a
nd p
eers
□
tuto
r an
d m
ento
r obse
rvat
ion
□
oth
ers,
incl
udin
g a
chie
vem
ent
dat
a
□
Inte
rnal
/ext
ernal
qual
ity
assu
rance
rep
ort
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e
4.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn
asse
ssm
ent
pra
ctic
e
□
Impro
vem
ents
, e.
g.
updat
ing s
ubje
ct
know
ledge,
acc
essi
ng a
war
din
g
org
anis
atio
n t
rain
ing o
r w
ebsi
te,
des
ign a
nd d
eliv
ery
of
asse
ssm
ent
sched
ule
s, r
esourc
e re
quirem
ents
, updat
ing a
sses
smen
t sk
ills
or
qual
ific
atio
ns,
work
shad
ow
ing o
r pee
r obse
rvat
ion,
indust
rial
se
condm
ent.
□
Ow
n im
pro
vem
ent,
e.g
. to
pla
n
chan
ges
to a
sses
smen
t pro
gra
mm
e or
del
iver
y, c
han
ges
to a
sses
smen
t ac
tivi
ties
(e.
g.
thei
r tim
ing a
nd
sched
ulin
g),
chal
lengin
g s
tuden
ts
and lea
rnin
g s
tyle
s, m
otiva
ting a
nd
targ
etin
g s
elec
ted s
tuden
ts.
□
Act
ion p
lannin
g
□
Inte
rnal
ver
ific
atio
n o
f as
sess
men
t m
ater
ials
□
Dis
cuss
ion w
ith m
ento
r or
work
ing a
longsi
de
an
exper
ience
d p
ract
itio
ner
□
Indiv
idual
res
earc
h
□
Sta
ff d
evel
opm
ent
and C
PD
reco
rds
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
67
Information for tutors
Delivery
Teaching practice gives learners opportunities to select assessment approaches from a range of contexts, reflecting different curriculum or student needs when assessing. There are opportunities for individuals to provide individual case studies and mini-presentations to adopt a strongly student-centred approach to the delivery of this unit. Centres should note that for this unit, learners are required to review and analyse their choices and actions regarding their assessment methods for teaching practice, but it is important to review and build on what has been covered in previous units to avoid duplication and over-teaching.
Through designing, delivering and evaluating their assessment activities, learners will be able to review the skills, knowledge and understanding that underpin assessment practices and draw on their own experiences through their teaching practice. Learners can be actively involved in testing and in interpreting the results in terms of the implications for future assessment planning. It is essential that learners appreciate the significance of their learning, both through teaching in the classroom and learning in the workplace, to bring evidence from their experience and to contribute to the delivery of the unit. It is also important, through sharing experiences, for each learner to understand different approaches to assessment so that they can appreciate ways in which they might adapt or develop their own assessment practice. It is particularly important for learners to recognise that they need to incorporate assessment opportunities and to check on understanding through all their teaching and learning planning so their students become used to the assessment process, and the positive impact of self and peer assessment, to become more confident and capable of performing better. The process of check-and-correct should become an integral part of all learning.
This unit should be delivered to focus on student-centred approaches based on individual research and making use of the appropriate criteria and standards relating to learners' specialist areas. Each individual should be encouraged to explore awarding organisation websites for guidance on assessment and sample assessment materials or practice assessments, which can be useful to their specialist area. There are also assessment materials available online that can be used or adapted to develop different and innovative approaches to assessment. Every effort should be made through the delivery of this unit to actively engage learners in as many different forms of assessment as possible so that assessment can be seen as a positive process rather than a potential threat. Throughout the units in this qualification, learners will be developing skills, knowledge and understanding, as part of this process, when analysing approaches to assessment. They should be given opportunities to draw on their experiences, those of their peers, and those of the more experienced practitioner. As learner responsibility is at the core of all the units, tutors should use every opportunity to teach by example.
By focusing on learning rather than teaching, learners have the opportunity to review different assessment approaches. The tutor’s role can be viewed primarily as a facilitator who exposes learners to a variety of assessment and planning approaches in order to allow individual learners to identify and develop strategies that best meet the needs of their own curriculum, students and context. For this reason, wherever possible, delivery of the unit should be related to learners’ own teaching situations, students and experiences. To provide the required underpinning knowledge, learners should be actively challenged to question the validity of their approaches and this should help stimulate appropriate research required.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
68
Tutor delivery should help inform both individual practice and group learning by complementing the case studies or mini-presentations being considered by learners. It should also help in the delivery of underpinning principles to support, rather than lead, learner input. It is important to emphasise how this unit links with current professional standards, learners should discuss the issues raised by the unit content both formally and informally. Learners should use assessment tools to help them evaluate their performance as a teacher, identifying opportunities for improvement.
Learning activities
Learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit include tutor-led presentations, whole-group activities and discussion, small-group activities, individual learner presentations and activities, and teaching practice. The relationship of the different units in this qualification should be highlighted to demonstrate the ways that assignments, activities and assessment evidence can work across units. This holistic or integrated approach is especially important for this unit so that learners appreciate how assessment activities need to been seen as an essential part of the learning process and plan their teaching accordingly.
Introduction to unit
At the beginning of the unit, time should be given to discussing learning and assessment activities, including the links between units, the use of teaching practice as part of the learning process and the use of evidence from the workplace. This ensures that the learners understand the nature of the evidence they will be required to provide in order to achieve the unit, the opportunities for cross-referencing to other units and the role of assessment in their own learning process. Assessment timescales should also be addressed in this unit so that learners develop skills that they should be able to apply to their own teaching practice.
Learning outcome 1
Each member of the group selects and prepares a presentation on one assessment method used with their students. Each individual explains the underlying principles used for planning teaching and learning, for example Kolb (activity, reflection, research, planning) and/or Bloom (knowledge, attitude, skill), and how these have informed their choice of the specific assessment method. Each learner then provides at least one example or case study to demonstrate how the selected method meets a specific, individual learning need. A whole-group review of presentations should be followed by discussion to transfer learning for use in assessment planning.
These activities should then be summarised by the tutor, with the addition of any important aspects not covered by the group and learners should draw up an assessment methods ‘Strengths and Limitations Table’.
Rather than each member of the group choosing an assessment method – which could lead to duplication – a range of methods can be offered for individuals to select one that is most appropriate. This means there will be only one presentation for each method so a wider range can be covered and this should encourage initiative in researching methods in more depth – if learners know they will be informing the understanding of their peers.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
69
Learning outcome 2
It is important in delivering this learning outcome that the broadest possible range of information be covered. This information could be delivered by the tutor as a presentation to identify the internal and external assessment requirements and related procedures of learning programmes in general. This will ensure that learners appreciate the influences and constraints affecting types of assessment that the individual has no knowledge of. Learners will then have a better understanding of the assessment process and how it operates in their context.
Alternatively, each learner could prepare a brief outline of the internal and external assessment requirements for their specialist area and the associated sources of support for managing assessment. Where a number of learners work in the same area this could provide the opportunity for small group presentations. Time should be allowed for group discussion and the tutor should provide guidance on all major assessment requirements not covered by members of the group.
Learning outcome 3
Analysing ways in which minimum core elements can be demonstrated in assessing learners provides a useful opportunity to revisit aspects of the minimum core dealt with in other units. This allows for individual mind-mapping activities where individuals can identify possible opportunities for generating naturally occurring evidence from aspects of the minimum core that could be used in assessment. This could be followed by whole-group discussion. The use of word storming or cascading can allow the group to come up with different ways that aspects of the minimum core can be covered through both formal and informal assessment practices and by sharing this with peers examples can then be adapted for individual practice.
Learning outcome 4
In a reflective journal, learners evaluate their own practice in planning assessment in inclusive learning and teaching. In pairs they review their practice and analyse ways to improve it.
Learning outcomes 1, 2 and 3
All learning outcomes in this unit are based on practical skills and the emphasis in delivery should be on learners having the opportunity to practise these skills as part of their teaching practice. Delivery should focus on preparing learners to demonstrate the skills through their individual teaching practice to:
use types and methods of assessment to meet the needs of individual learners
carry out assessments in accordance with internal and external requirements
implement the minimum core when assessing learners
evaluate own assessment practice.
In observed teaching practice, learners should have the opportunity to demonstrate the outcomes of selected methods of assessment with students. The understanding of the role of assessment in the learning process should be demonstrated through:
a scheme of work to cover teaching practice (or equivalent to reflect specialist requirements) which meets the specific assessment needs of all students and relevant curriculum requirements
a minimum of one session plan designed specifically to address assessment requirements , including elements of the minimum core, which may form one of the sessions observed as part of the Certificate programme requirements.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
70
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit. Learners need to be given opportunities to demonstrate evidence at the appropriate level. Extended writing, showing a range of research areas, and Harvard referencing should be used to support evidence from practical teaching activities.
It is possible to use the personal development record approach to assessment and, with the addition of a single piece of extended writing, develop and demonstrate the level of understanding required for this unit. It is important at Level 4 to ensure that learners have enough opportunities to demonstrate their ability to expand ideas and develop their understanding through undertaking sufficient background research. This relates particularly to the underpinning knowledge required to make initial and diagnostic assessment meaningful. Their research should inform their understanding of the principles of inclusive learning, learning styles and how they influence the choice of teaching methods. It should link to the practical teaching activities.
Assessment activities
Suggested outline assessment activities are given on the following pages. They are for guidance only. It is recommended that centres adapt the Pearson assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
71
Su
gg
est
ed
ass
ess
men
t act
ivit
ies
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.1
, 1.3
, 1.5
2.1
, 2.2
, 2.3
3.1
, 3.2
Indiv
idual
writt
en r
efle
ctiv
e ac
tivi
ty –
Ass
essm
ent
Ref
lect
ion 1
, pla
nnin
g a
sses
smen
t:
Bas
ed o
n y
our
sess
ion t
o b
e obse
rved
:
W
hat
was
the
purp
ose
beh
ind t
he
choic
e of
the
type
of
asse
ssm
ents
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?
H
ow
did
you e
mbed
min
imum
core
ele
men
ts into
the
asse
ssm
ent?
W
hic
h e
lem
ents
of
the
min
imum
core
wer
e ap
plie
d in t
he
asse
ssm
ent
and h
ow
?
Incl
ude
your
sess
ion p
lan t
o s
how
how
ass
essm
ent
was
incl
uded
in y
our
sess
ion.
Incl
ude
the
asse
ssm
ent
mat
eria
ls a
nd a
sses
smen
t ch
eckl
ist.
Incl
ude
the
asse
ssm
ent
met
hods
Str
ength
s an
d L
imitat
ions’
Tab
le f
rom
cla
ss a
ctiv
ity.
Sugges
ted w
ord
count
c 500-7
50 w
ord
s, incl
ude
evid
ence
of
rese
arch
and H
arva
rd r
efer
enci
ng t
o m
eet
the
leve
l re
quirem
ents
.
Ass
essm
ent
exam
ple
/s f
rom
obse
rved
ses
sion
Tea
chin
g a
nd
lear
nin
g p
lan w
ith
eval
uat
ion
Ass
essm
ent
met
hods,
str
ength
s an
d lim
itat
ions
table
Ref
lect
ive
activi
ty 1
1.2
, 1.4
, 1.5
2.4
, 2.5
Indiv
idual
writt
en r
efle
ctiv
e ac
tivi
ty –
Ass
essm
ent
Ref
lect
ion 2
, ev
aluat
ing a
sses
smen
t:
Bas
ed o
n y
our
sess
ion o
bse
rvat
ion:
H
ow
did
the
asse
ssm
ents
enab
le s
tuden
ts t
o p
roduce
evi
den
ce t
hat
is
valid
, re
liable
, su
ffic
ient,
au
then
tic
and c
urr
ent?
D
id y
our
use
of
ques
tionin
g a
nd f
eedbac
k co
ntr
ibute
to t
he
asse
ssm
ent
pro
cess
as
a w
hole
?
H
ow
did
the
feed
bac
k giv
en t
o yo
ur
studen
ts c
ontr
ibute
to t
he
asse
ssm
ent
pro
cess
?
H
ow
effec
tive
wer
e th
e as
sess
men
t m
ethods
in m
eeting t
he
nee
ds
of
your
lear
ner
s?
H
ow
did
you u
se p
eer-
and s
elf-
asse
ssm
ent
to p
rom
ote
stu
den
ts’ in
volv
emen
t an
d p
erso
nal
re
sponsi
bili
ty f
or,
and o
f, t
hei
r le
arnin
g
Obse
rvat
ion r
eport
.
Sam
ple
com
ple
ted
asse
ssm
ent
activi
ty
(anonym
ous)
Copy
of
asse
ssm
ent
reco
rd p
rofo
rma
(all
per
sonal
dat
a sh
ould
be
rem
ove
d).
Ref
lect
ive
activi
ty 2
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
72
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
How
will
you r
ecord
the
resu
lts
of
the
asse
ssm
ents
? W
ho d
o y
ou n
eed t
o info
rm r
egar
din
g t
he
resu
lts
of
the
asse
ssm
ents
and h
ow
will
you d
o t
his
?
Sugges
ted w
ord
count
c 500-7
50 w
ord
s, incl
ude
evid
ence
of
rese
arch
and H
arva
rd r
efer
enci
ng t
o m
eet
the
leve
l re
quirem
ents
.
4.1
, 4.2
Pr
oduce
and u
se a
stu
den
t fe
edbac
k fo
rm t
o f
ind o
ut
studen
t at
titu
des
tow
ards
the
asse
ssm
ent
pro
cess
.
Use
the
resu
lts
of
this
and y
our
tuto
r’s
obse
rvat
ion r
eport
to r
evie
w h
ow
effec
tive
your
appro
ach t
o
asse
ssm
ent
was
ove
rall
iden
tify
are
as in w
hic
h y
ou c
ould
im
pro
ve y
our
asse
ssm
ent
pra
ctic
e an
d s
ugges
t w
ays
in w
hic
h t
his
could
be
done.
Sugges
ted w
ord
count
c 500-7
50 w
ord
s, incl
ude
evid
ence
of
rese
arch
and H
arva
rd r
efer
enci
ng t
o m
eet
the
leve
l re
quirem
ents
.
Copy
of
com
ple
ted
feed
bac
k pro
-fo
rma.
Obse
rvat
ion r
eport
Pers
onal
lea
rnin
g
log
Act
ion p
lan/C
PD
reco
rd
1.3
1.4
1.5
2.1
2.2
2.3
3.2
Plan
for
ON
E o
f yo
ur
obse
rved
ses
sions
to incl
ude
an o
pport
unity
to c
onduct
an a
sses
smen
t in
lin
e w
ith
the
inte
rnal
and e
xter
nal
ass
essm
ent
requirem
ents
and r
elat
ed p
roce
dure
s of
your
spec
ific
lea
rnin
g
pro
gra
mm
e/s.
Use
typ
es a
nd m
ethods
of
asse
ssm
ent
that
:
m
eet
the
indiv
idual
nee
ds
of
studen
ts
en
able
stu
den
ts t
o p
roduce
ass
essm
ent
evid
ence
that
is
valid
, re
liable
, su
ffic
ient,
auth
entic
and
curr
ent
use
ques
tionin
g a
nd f
eedbac
k to
con
trib
ute
to t
he
asse
ssm
ent
pro
cess
pro
vide
an o
pport
unity
to a
pply
min
imum
core
ele
men
ts in a
sses
sing s
tuden
ts
Produce
a s
ample
ass
essm
ent
activi
ty t
o u
se p
eer-
and s
elf-
asse
ssm
ent
to p
rom
ote
stu
den
ts’
invo
lvem
ent
and r
esponsi
bili
ty in t
he
asse
ssm
ent
for,
and o
f, t
hei
r ow
n lea
rnin
g.
Ass
essm
ent
exam
ple
/s f
rom
obse
rved
ses
sion
Ses
sion p
lan w
ith
eval
uat
ion
Obse
rvat
ion r
eport
Sam
ple
sel
f- a
nd
pee
r- a
sses
smen
t ac
tivi
ty
2.4
2.5
Rec
ord
the
outc
om
es o
f as
sess
men
ts t
o m
eet
inte
rnal
and e
xter
nal
req
uirem
ents
usi
ng e
xam
ple
s of
appro
priat
e pro
form
a.
Rec
ord
how
you w
ould
then
com
munic
ate
the
asse
ssm
ent
info
rmat
ion t
o oth
er p
rofe
ssio
nal
s w
ith a
n
inte
rest
in s
tuden
t ac
hie
vem
ent.
(250-5
00 w
ord
s).
Copy
of
asse
ssm
ent
reco
rd p
ro-f
orm
a (p
erso
nal
dat
a re
move
d)
Ref
lect
ive
activi
ty
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
73
Alt
ern
ati
ve S
ug
gest
ed
Ass
ess
men
t A
ctiv
itie
s
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.1
, 1.2
,
3.1
, 4.1
4.2
Follo
win
g y
our
eval
uat
ion o
f O
NE o
f yo
ur
obse
rved
tea
chin
g p
ract
ice
sess
ions
use
the
feed
bac
k fr
om
yo
ur
obse
rver
and y
our
studen
ts t
o r
evie
w t
he
effe
ctiv
enes
s of
your
ow
n a
sses
smen
t pra
ctic
e an
d
iden
tify
are
as f
or
impro
vem
ent
in y
our
asse
ssm
ent
pra
ctic
e.
Your
revi
ew s
hould
incl
ude:
an
exp
lanat
ion o
f th
e purp
ose
s of
types
of
asse
ssm
ent
use
d
an
anal
ysis
of
the
effe
ctiv
enes
s of as
sess
men
t m
ethods
in r
elat
ion t
o m
eeting t
he
indiv
idual
nee
ds
of
studen
ts
an
anal
ysis
of
way
s in
whic
h m
inim
um
core
ele
men
ts c
an b
e dem
onst
rate
d in a
sses
sing lea
rner
s
Sugges
ted w
ord
count
750-1
000 w
ord
s, incl
udin
g H
arva
rd r
efer
enci
ng a
nd b
iblio
gra
phy.
Provi
de
your
writt
en e
valu
atio
n,
a SW
OT a
nal
ysis
of
your
asse
ssm
ent
pra
ctic
e an
d a
n A
ctio
n P
lan t
o h
elp
impro
ve y
our
asse
ssm
ent
pra
ctic
e.
Ses
sion e
valu
atio
n
Obse
rvat
ion r
eport
Stu
den
t fe
edbac
k
Sam
ple
com
ple
ted
asse
ssm
ent
activi
ty
(anonym
ous)
Writt
en a
nal
ysis
SW
OT a
nal
ysis
and
action p
lan
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
74
Indicative resource materials
Textbooks
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Eastwood L — A Toolkit for Creative Teaching in Post-Compulsory Education, 1st Edition (Open University Press, 2009) ISBN 9780335234165
Petty G – Teaching Today: A Practical Guide, 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154
Rogers J – Adults Learning, 4th Edition (Open University Press, 2007) ISBN 780335206773
Scales P — Teaching in the Lifelong Learning Sector, 1st Edition (Open University Press 2008) ISBN 9780335222407
Journal
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.businessballs.com Educational resources
www.excellencegateway.org.uk Excellence Gateway
www.geoffpetty.com Geoff Petty online teaching resources
www.iboard.co.uk Interactive activities
www.ifl.ac.uk Institute for Learning
www.niace.org.uk National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.puzzlemaker.discovery Word-search maker education.com
www.readabilityformulas.com Smog readability formula
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.teachers-direct.co.uk Resources for interactive quizzes
www.tes.co.uk TES teaching resource ideas
www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
75
Unit 5: Using Resources for Education and Training
Unit reference number: L/505/1027
QCF level: 4
Credit value: 3
Guided learning hours: 15
Unit aim
The aim of this unit is to enable the learner to use resources in the delivery of inclusive teaching and learning and to be able to evaluate that use. The unit covers expectations regarding coverage of the minimum core when preparing and using resources for inclusive teaching and learning.
The unit gives learners the opportunity to develop their understanding of the role and importance of resources in planning and delivering in learning. It is important that learners understand the principles behind developing resources promoting equality and diversity as part of inclusive learning and teaching approaches. This understanding will help learners identify where resources do not meet the needs of all students and the benefits and limitations of the resources. The unit also addresses the need to use resources to provide subject specific opportunities. This will help to generate naturally-occurring evidence to cover aspects of the minimum core in language, literacy, ICT and numeracy.
Essential requirements
This unit requires learners to undertake practice with individuals, groups or a combination of both. Simulation is not permitted. Learners will need to be observed and assessed in a teaching and learning environment and must be able to provide evidence of a minimum of one observation of practice that has met the required standard. Observations of the required practice can be formative and summative. The learning outcomes must be assessed in a teaching and learning environment.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
76
Learn
ing
ou
tco
mes,
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
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
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
Anal
yse
the
effe
ctiv
enes
s of
reso
urc
es u
sed in o
wn
area
of
spec
ialis
m in
rela
tion t
o m
eeting t
he
indiv
idual
nee
ds
of
lear
ner
s
□
Effec
tive
nes
s, e
.g.
imm
edia
te im
pac
t,
support
ing a
nd r
einfo
rcin
g lea
rnin
g,
stim
ula
ting a
nd m
emora
ble
, va
ryin
g
appro
aches
to s
uit lea
rnin
g s
tyle
s, h
ands-
on,
adap
ted t
o indiv
idual
lea
rnin
g n
eeds,
co
st e
ffec
tive
nes
s, s
ingle
or
limited
use
, cu
rren
cy,
ove
ruse
, ap
pro
priat
e to
lev
els
of
languag
e/lit
erac
y, a
dap
tabili
ty.
□
Contr
ibuting t
o lea
rnin
g,
e.g.
engag
ing
and s
tim
ula
ting,
studen
t fr
iendly
, pro
moting s
tuden
t in
dep
enden
ce,
adap
ted f
or
ble
nded
and f
lexi
ble
lea
rnin
g
appro
aches
.
□
Tuto
r pre
senta
tion o
f new
co
nce
pts
or
princi
ple
s
□
Sm
all-
gro
up a
ctiv
itie
s
□
Dis
cuss
ion
□
Indiv
idual
lea
rnin
g log
□
Min
d m
appin
g
1
Be
able
to u
se
reso
urc
es in t
he
del
iver
y of
incl
usi
ve t
each
ing
and lea
rnin
g
1.2
U
se r
esourc
es t
o
pro
mote
equal
ity,
va
lue
div
ersi
ty a
nd
mee
t th
e in
div
idual
nee
ds
of
lear
ner
s
□
Equal
ity,
e.g
. m
atch
ing s
tuden
t nee
ds
and a
bili
ties
, ap
pro
priat
e to
ski
lls o
r kn
ow
ledge,
acc
essi
ble
, ra
nge
of
languag
e, a
ppro
priat
e use
of
imag
ery.
□
Div
ersi
ty,
e.g.
varied
res
ourc
es,
visu
al
stim
ula
tion,
variet
y of
auditory
input,
m
ulti-
senso
ry a
ppro
aches
for
the
kinae
sthet
ic s
tuden
t, v
arie
d lev
els
of
languag
e or
liter
acy
leve
ls (
e.g.
wher
e Englis
h is
not
the
firs
t la
nguag
e),
form
atte
d f
or
studen
ts w
ith lea
rnin
g
difficu
ltie
s or
dis
abili
ties
.
□
Mat
chin
g c
ards
gam
e
□
Exa
mple
s of
reso
urc
es
□
Indiv
idual
lea
rnin
g log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
77
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
1.3
Adap
t re
sourc
es t
o
mee
t th
e in
div
idual
nee
ds
of
lear
ner
s
□
Adap
ting,
e.g.
chan
gin
g b
ackg
round
colo
ur
for
pre
senta
tions
or
han
douts
, ch
angin
g f
ont
type
or
size
, use
of
white
spac
e fo
r han
douts
, ad
din
g o
r re
movi
ng
imag
es,
use
of
elec
tronic
form
at.
□
Nee
ds,
e.g
. SM
OG
(Sim
plif
ied M
easu
re o
f G
obble
dyg
ook)
rea
dab
ility
lev
el,
model
s to
ove
rcom
e la
nguag
e as
pec
t of
lear
nin
g,
appro
priat
e eq
uip
men
t to
allo
w f
or
han
ds-
on.
□
Indiv
idual
or
pai
r re
sear
ch
and p
rese
nta
tions
□
Exa
mple
s of
reso
urc
es
2
Be
able
to
imple
men
t th
e m
inim
um
core
w
hen
usi
ng
reso
urc
es in t
he
del
iver
y of
incl
usi
ve t
each
ing
and lea
rnin
g
2.1
Anal
yse
way
s in
whic
h
min
imum
core
el
emen
ts c
an b
e dem
onst
rate
d w
hen
usi
ng r
esourc
es f
or
incl
usi
ve t
each
ing a
nd
lear
nin
g
□
Languag
e, e
.g.
awar
enes
s of
fact
ors
af
fect
ing lan
guag
e use
incl
udin
g
multili
ngual
ism
and E
SO
L (E
nglis
h f
or
Spea
kers
of
Oth
er L
anguag
es),
diffe
rent
leve
ls o
f la
nguag
e sk
ills,
subje
ct s
pec
ific
la
nguag
e, lan
guag
e use
d in
pre
senta
tions.
□
Lite
racy
, e.
g.
det
erm
inin
g a
bili
ty t
o
par
tici
pat
e in
lea
rnin
g,
legib
ility
of
diffe
rent
fonts
, SM
OG
(re
adab
ility
), u
se
of
imag
es,
opport
unitie
s to
pro
mote
lit
erac
y.
□
Num
erac
y, e
.g.
dat
a co
llect
ion,
capac
ity
of
num
ber
ski
lls t
o s
upport
pro
ble
m
solv
ing,
pro
cess
ing o
f in
form
atio
n u
sing
stat
istics
, an
alys
is o
f st
atis
tica
l dat
a.
□
ICT,
e.g.
teac
hin
g t
ools
, co
mpute
r-ai
ded
le
arnin
g,
skill
s in
under
stan
din
g a
nd
usi
ng t
echnolo
gy,
lea
rnin
g p
acka
ges
, flex
ible
or
ble
nded
lea
rnin
g a
ppro
aches
.
□
Tuto
r pre
senta
tion o
f new
co
nce
pts
or
princi
ple
s
□
Indiv
idual
res
earc
h
□
Exa
mple
s of
reso
urc
es
□
SM
OG
han
dout
□
Indiv
idual
lea
rnin
g log
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
78
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
2.2
Apply
min
imum
core
el
emen
ts w
hen
usi
ng
reso
urc
es f
or
incl
usi
ve
teac
hin
g a
nd lea
rnin
g
□
Languag
e, e
.g.
suited
to a
udie
nce
, fo
cus
for
teac
hin
g o
r dis
cuss
ion,
pro
mpt
to
ques
tionin
g,
pro
moting e
qual
ity,
ran
ge
of
languag
e, e
nco
ura
gin
g s
tuden
ts t
o u
se
languag
e sk
ills.
□
Lite
racy
, e.
g.
pro
moting r
ange
of
writt
en
languag
e an
d r
eadin
g s
kills
, re
sear
chin
g
usi
ng r
ange
of
reso
urc
es f
or
info
rmat
ion,
task
s des
igned
to d
evel
op w
riting s
kills
, note
-tak
ing,
inst
ruct
ions
and m
anual
s to
su
pport
pra
ctic
al s
kills
.
□
Num
erac
y, e
.g.
table
s fo
r co
llect
ing d
ata,
ch
arts
, ta
ble
s of
num
eric
al v
alues
, gra
phs
for
inte
rpre
ting r
esults,
dat
a fo
r pro
ble
m-
solv
ing a
ctiv
itie
s, s
pre
adsh
eets
.
□
ICT,
e.g.
word
pro
cess
ing o
r as
signm
ents
, sp
read
shee
ts,
dig
ital
im
ager
y, p
rese
nting a
nd inte
rpre
ting
info
rmat
ion,
inte
rnet
or
intr
anet
res
earc
h,
elec
tronic
sto
rage
of
mat
eria
ls,
e-as
sess
men
t.
□
Ses
sion p
lannin
g
□
Obse
rved
ses
sions
□
Eva
luat
ion o
f sa
mple
re
sourc
es u
sed in t
each
ing
pra
ctic
e
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
79
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
Rev
iew
the
effe
ctiv
enes
s of
ow
n
pra
ctic
e in
usi
ng
reso
urc
es t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s (s
tuden
ts),
ta
king a
ccount
of
the
view
s of
lear
ner
s (s
tuden
ts)
and o
ther
s
□
Usi
ng r
esourc
es,
e.g.
appro
priat
e to
su
bje
ct,
rele
vant
to m
eet
variet
y of
studen
t nee
ds,
appro
priat
e use
in t
imin
g
and p
acin
g o
f le
arnin
g,
confiden
ce in u
se,
org
anis
atio
n a
nd f
it f
or
purp
ose
, ef
fect
ive
use
in m
anag
emen
t of
lear
nin
g,
appro
priat
e le
vel of
risk
ass
essm
ent.
□
Mee
ting n
eeds
of
studen
ts,
e.g.
feed
bac
k fr
om
stu
den
ts o
r oth
ers,
ach
ieve
men
t of
lear
nin
g o
bje
ctiv
es,
addre
ssin
g e
qual
ity
and d
iver
sity
req
uirem
ents
, fit
for
purp
ose
, en
gag
ing a
nd m
otiva
ting,
adap
tabili
ty t
o
range
of
nee
ds.
□
Lear
ner
fee
dbac
k
□
Sel
f-as
sess
men
t
□
Pers
onal
lea
rnin
g log
□
Eva
luat
ion o
f obse
rved
se
ssio
n
□
Obse
rvat
ion r
eport
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve t
each
ing
and lea
rnin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn
use
of
reso
urc
es t
o
mee
t th
e in
div
idual
nee
ds
of
lear
ner
s (s
tuden
ts)
□
Impro
ving u
se,
e.g.
fam
iliar
isat
ion t
o b
uild
sk
ills
and s
elf-
confiden
ce,
work
ing
alongsi
de
exper
ience
d p
ract
itio
ner
, in
crea
sing a
dap
tabili
ty b
y re
sear
chin
g
alte
rnat
ive
appro
aches
, dev
elopin
g n
ew
tech
nolo
gie
s, r
esea
rchin
g n
ew r
esourc
es,
updat
ing s
ubje
ct k
now
ledge,
dev
elopin
g
tech
nic
al e
xper
tise
.
□
Mee
ting n
eeds
of
all st
uden
ts,
e.g.
rese
arch
ing r
esourc
e re
quirem
ents
of
spec
ific
stu
den
ts,
updat
ing o
wn p
ract
ice
in
reco
gnis
ing a
nd a
ddre
ssin
g iss
ues
of
equal
ity
and d
iver
sity
, re
sear
chin
g o
ptions
for
modific
atio
n o
f su
pport
mat
eria
ls,
dev
elopin
g n
ew m
odes
of
del
iver
y to
use
te
chnolo
gie
s to
ext
end a
nd e
nhan
ce
lear
nin
g a
nd t
each
ing.
□
Eva
luat
ion o
f se
ssio
n
□
Obse
rvat
ion r
eport
□
Pers
onal
act
ion p
lan
□
Lear
ner
fee
dbac
k
□
SW
OT a
nal
ysis
/sel
f as
sess
men
t
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
80
Information for tutors
Delivery
Delivery of this unit should focus on individual research and learner presentations, rather than on tutor input. This engages learners more directly in the learning process and reflects the required expectations of the Certificate qualification. It also involves learners in researching and preparing their own resource materials which they can then use in portfolio building. Delivery should focus on practical approaches that learners can develop through their own practice and build on.
It is essential that learners appreciate the practical links of this unit to the units dealing with planning, delivering and assessing learning, so that resources can be seen as an integral part of the learning process. Kolb’s experiential learning cycle can assist with evaluating the role of resources in learning, and it would be useful to extend this to include visual, auditory and kinaesthetic approaches as a means of classifying resources. Delivery of this unit should extend learners’ understanding of the importance of resources in promoting inclusive approaches as well as integrating equality and diversity. This could be achieved through individual research.
It is appropriate for learners to develop their skills through undertaking research themselves and then using mini-presentations to feed back to other members of the group. In this way, learners have to really review their resources in order to be able to share them and their understanding, with their peers. This also allows learners to build up teaching practice hours with groups of individuals, adopt teaching strategies they might not use with their own students and receive peer- and tutor-feedback. Using the internet should be encouraged for making effective use of ICT in setting up forums or discussion groups to support the sharing of skills, knowledge and experiences between members of the group, approaches that they could consider using with their own students. This unit give learners opportunity for teaching by example, using the examples of members of the group rather than the single example of the course tutor!
Reflection and evaluation are very important in this unit. There are four main opportunities for linking this to learning and teaching resources:
self-evaluation as part of a formal session evaluation. There should be focus on the effectiveness of resource use
reflecting on own practice in using resources. This could be part of observation feedback that follows observed teaching practice or simply reflecting on resources used in delivering teaching and learning
evaluation of information gained through research. The information should be related to individual practice and context, with particular reference to issues of equality and diversity
evaluation of resources and approaches of other members of the group and reviewing how they can be used to develop innovative approaches in own practice
personal reflection on practice, including using resources and ways to improve own practice through an Individual Learning Review or other form of reflective journal.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
81
This unit requires learners to research relevant issues around the design and use of resources. The purpose of this is so that they develop an understanding of how resources should be used to meet the needs of students. Learners should relate their research to their practical experiences in order to make informed decisions that can be used to develop their practice. The suggested delivery approaches for this unit will enable learners to experience using a variety of resources from their practice and from the practice of others in the group, it also gives them an opportunity to adapt resources for different student needs.
Introduction to unit
Time should be given to tutor-led discussion of each of the assessment activities, along with an explanation of the links between the units, the use of teaching practice as a part of learners’ own learning processes and overlapping evidence from the workplace.
Learning outcomes 1
While a small part of this learning outcome is knowledge based most of it relates to individual teaching practice and this should be reflected in the delivery. It is essential that emphasis is placed on the importance of combining actual examples from practice with research in order to achieve the requirements of Level 4 in all written work, whether this is an extended assignment or a reflective assignment, which must include Harvard referencing and a bibliography.
The tutor could give a presentation summarising the need for specialist resources, accommodation, equipment and aspects of suitability to the learning and teaching of skills, knowledge or understanding. The tutor would highlight the need to appreciate the quality of different resources in relation to different students and contexts. This should be followed by:
a tutor-led activity on the use of resources in the delivery of inclusive learning and teaching
a review of individual teaching practice using individual task sheets for each of the selected resources (for example handouts, textbooks, slide shows, equipment, intranet) as appropriate.
Learners use a rating scale to establish the value of resources in terms of key aspects: adequate, fit for purpose, available when required, accessible to all, engaging and stimulating for all students, appropriate to all students’ skills, matching students’ knowledge levels, related to the rate at which students learn.
The tutor-led activity could be followed by a matching activity involving the whole group. For example, cards are provided with an example or description of a resource which then has to be placed under one of three headings: visual, auditory or kinaesthetic learning styles. This is then followed by whole-group discussion of choices and fitness for purpose.
A small-group activity could be used to address issues of diversity. A single resource, for example a generic handout, is given to each of three groups. One group makes the handout suitable for academic students, one group adapts it for students with learning difficulties and one group for students whose first language is not English. The activity should be followed by group feedback and discussion, focusing on aspects such as suitable design, style and language in engaging students.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
82
A presentation from a tutor or visiting speaker could explore the promotion of student independence and the use of technologies that may not be generally available to all students. Another presentation could explain ways to adapt material resources to meet different student needs, for example changing background colour for presentations or handouts, changing font type or size, adding or removing images, varying style of presentation slides, offering alternative resources and use of learning support.
Learning outcome 2
Outcomes relating to the minimum core, in the context of resources, can be met through small-group work, where several groups each have an aspect of the minimum core to tackle through developing an appropriate resource, these could then be presented to the group and could lead to more general discussion. Alternatively the SMOG readability test provides an excellent tool to challenge understanding of written resources such as handouts, books and even PowerPoint slides.
Learning outcome 3
Evaluation requires the individual to be given an opportunity to reflect and review their own learning. It should, therefore, focus on an individual learning log – informed by feedback from observer, peers and learners.
Using classroom delivery, an approach would be to use individual research undertaken by learners who select and analyse examples from their own teaching, demonstrating their understanding of the benefits and limitations of resources in the delivery of inclusive learning and teaching.
Learners prepare and deliver a mini-presentation on their selected example of a good resource (for individual students and subject) and explain the use and benefits. They then contrast this with their selected example of a poor resource. It is important that the mini-presentation is supported by findings from the learner’s own research in the area of delivering inclusive learning and teaching. This could be followed by an explanation of how to adapt specific resources to meet the needs of different students and models. The presentation could include, for example, adapting a paper-based resource with the aid of ICT. This would help learners to review their practice in using resources to meet the needs of students, as well as to explore alternative approaches to the use of resources.
Following the presentations, a whole-group discussion and tutor summary could highlight aspects that may have been overlooked, for example resource impact, stimulation, cost effectiveness, currency, overuse. Referring to examples from their practice and mini-presentation, individual learners could then analyse ways to improve their practice in using resources to meet the needs of all students, including the use of a resource to focus on learning rather than teaching as a means of improving individual practice.
Assessment
These activities will contribute to portfolio building for this unit. To support evidence of examples of resources, learners could also include:
learner self-assessment, for example a personal development record, reflective journal or the reflective elements of mini-presentations and group activities
peer assessment, for example peer feedback following mini-presentations
self-evaluation (as a part of teaching practice evaluation)
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
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tutor/observer record of feedback, focusing on the use of resources as a part of the delivery of learning and teaching
witness statements where the use of resources has been observed, though not as part of the teaching observation requirements
record of professional discussion linked specifically to the resourcing of learning.
In addition to written assignments, it is essential that individual learners keep samples of resources used in planning and delivery in their teaching practice portfolio.
Learning activities are provided as guidance for use with the suggested assessment activities. They demonstrate just one way of planning the delivery and assessment of this unit. The range of learning activities suggested for this unit includes tutor presentations and small-group, whole-group and individual activities. Centres may wish to approach assessment by integrating the theory with the practical assessment for each individual unit or as a single, holistic, integrated activity covering the core units. The learning activities suggested on the following pages, follow the single-unit approach but are designed to combine with other units, to form a continuous programme. While the delivery of this unit may take place over a defined timescale, the generation of evidence is ongoing throughout delivery of the units in the Certificate qualification through teaching practice and the generation of a teaching practice portfolio. Tutors could undertake a review halfway through the course or between the core and optional units.
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.
Assessment activities
Suggested outline assessment activities are given on the following pages. They are for guidance only. It is recommended that centres adapt the Pearson assignments to meet local needs and resources or write their own assignments. It is important to provide sufficient assessment guidance to enable learners to provide adequate evidence.
It is important for the learner to draw evidence from a variety of sources and provide clear links between practice and theory through including reference to underpinning knowledge.
The activities should include reference to the resources adapted for a specific student and the resources adapted using ICT. Learners should review the steps they now need to take to improve their own practice in using resources for inclusive learning and teaching.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
84
Cri
teri
a
covere
d
Ass
ess
men
t act
ivit
y
Ass
ess
men
t evid
en
ce
1.2
, 2.1
, 2.2
, 3.1
O
NE o
f yo
ur
sess
ions
sele
cted
to
be
obse
rved
by
your
tuto
r or
subje
ct s
pec
ialis
t sh
ould
giv
e yo
u t
he
opport
unity
to d
emonst
rate
how
you:
1
sele
cted
appro
priat
e re
sourc
es t
o e
ngag
e yo
ur
lear
nin
g g
roup in t
he
lear
nin
g p
roce
ss
2
adap
ted s
elec
ted r
esourc
es t
o m
eet
the
nee
ds
of
at lea
st o
ne
indiv
idual
lea
rner
– t
o
reflec
t th
e nee
d f
or
equal
ity
and d
iver
sity
3
sele
cted
a s
pec
ific
del
iver
y m
odel
to e
nab
le y
ou t
o m
ake
the
bes
t poss
ible
use
of
the
reso
urc
es.
The
sess
ion s
hould
als
o incl
ude
at lea
st t
wo e
xam
ple
s of
addre
ssin
g a
n a
spec
t of
the
min
imum
core
when
usi
ng r
esourc
es.
Follo
win
g t
he
obse
rved
ses
sion u
se a
n e
valu
atio
n p
ro f
orm
a fo
r yo
ur
ow
n s
tuden
ts t
o
pro
vide
feed
bac
k on t
he
effe
ctiv
enes
s of
the
reso
urc
es u
sed.
This
fee
dbac
k sh
ould
be
use
d in w
riting y
our
sess
ion e
valu
atio
n,
follo
win
g f
eedbac
k fr
om
yo
ur
obse
rver
.
Ses
sion p
lans
Res
ourc
es u
sed w
ith t
he
gro
up
Res
ourc
e/s
adap
ted f
or
indiv
idual
lea
rner
/s
Tea
chin
g p
ract
ice
obse
rvat
ion
reco
rd
Eva
luat
ion p
ro-f
orm
a
Pers
onal
ses
sion e
valu
atio
n
1.1
, 1.3
, 3.1
, 3.2
The
gro
up a
nd indiv
idual
act
ivitie
s lin
ked t
o lea
rnin
g o
utc
om
e 1 h
ave
giv
en y
ou a
ran
ge
of
reso
urc
es t
hat
could
be
use
d in d
iffe
rent
appro
aches
to t
each
ing a
nd lea
rnin
g.
Use
this
ev
iden
ce,
along w
ith t
he
feed
bac
k fr
om
lea
rner
s an
d t
uto
r use
d in y
our
obse
rved
ses
sion
eval
uat
ion,
to a
nal
yse
the
effe
ctiv
enes
s of
reso
urc
es u
sed in y
our
ow
n a
rea
and h
ow
you
can a
dap
t th
em t
o m
eet
spec
ific
indiv
idual
lea
rnin
g n
eeds.
To m
eet
the
Leve
l 4 r
equirem
ents
be
sure
to
support
your
anal
ysis
with e
xam
ple
s ta
ken
from
your
ow
n p
ract
ice,
alo
ng w
ith a
ppro
priat
e re
sear
ch.
Incl
ude
Har
vard
Ref
eren
cing a
nd
a bib
liogra
phy
with y
our
writt
en w
ork
.
Rat
ing r
esourc
es t
ask
Lear
nin
g p
refe
rence
car
ds
gam
e
Res
ourc
es a
dap
ted f
or
spec
ific
nee
ds
Ref
lect
ive
acco
unt
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
85
Alt
ern
ati
ve s
ug
gest
ed
ass
ess
men
t act
ivit
ies
— m
inim
um
co
re
Cri
teri
a
covere
d
Alt
ern
ati
ve a
ssess
men
t act
ivit
y m
inim
um
co
re (
ho
list
ic)
Ass
ess
men
t evid
en
ce
Pla
nnin
g
3.1
, 3.2
Del
iver
ing
4.1
, 4.2
Ass
essi
ng
3.1
, 3.2
Res
ourc
es
2.1
, 2.2
Anal
yse
way
s in
whic
h m
inim
um
core
ele
men
ts c
an b
e dem
onst
rate
d a
t al
l st
ages
of
incl
usi
ve t
each
ing a
nd lea
rnin
g in y
our
par
ticu
lar
pra
ctic
e w
hen
pla
nnin
g,
del
iver
ing,
asse
ssin
g a
nd u
sing r
esourc
es w
ith y
our
lear
ner
s.
Word
count
750–1000 w
ord
s. M
ake
clea
r use
of ex
ample
s fr
om
your
ow
n p
ract
ice
and
support
this
with e
viden
ce f
rom
appro
priat
e so
urc
es,
usi
ng H
arva
rd R
efer
enci
ng,
and
incl
ude
a bib
liogra
phy
to iden
tify
your
sourc
es.
Provi
de
the
evid
ence
fro
m y
our
pra
ctic
e to
show
how
you c
an a
pply
min
imum
core
el
emen
ts f
or
incl
usi
ve t
each
ing a
nd lea
rnin
g t
o:
pla
nnin
g
del
iver
ing
as
sess
ing
usi
ng r
esourc
es.
Ref
eren
ce m
ater
ials
Writt
en a
ssig
nm
ent
Ses
sion p
lan
Sam
ple
min
imum
core
res
ourc
es
Sam
ple
ass
essm
ents
Obse
rvat
ion r
eport
Pla
nnin
g
4.1
, 4.2
Del
iver
ing
5.1
, 5.2
Ass
essi
ng
4.1
, 4.2
Res
ourc
es
3.1
, 3.2
Use
fee
dbac
k yo
u h
ave
rece
ived
during y
our
teac
hin
g p
ract
ice
from
:
yo
ur
cours
e obse
rvat
ion t
uto
r/as
sess
or
yo
ur
subje
ct s
pec
ialis
t obse
rver
/ass
esso
r
yo
ur
ow
n s
tuden
ts
yo
ur
pee
rs
w
itnes
s st
atem
ents
pro
vided
to info
rm y
our
pra
ctic
e
In o
rder
to r
evie
w t
he
effe
ctiv
enes
s of
your
pla
nnin
g,
del
iver
y, a
sses
sing a
nd r
esourc
ing
pra
ctic
es in m
eeting t
he
indiv
idual
nee
ds
of
your
studen
ts a
nd s
pec
ialis
t ar
ea,
taki
ng
acco
unt
of
the
view
s of
studen
ts a
nd o
ther
s.
Obse
rvat
ion f
eedbac
k
Lear
ner
s fe
edbac
k
Peer
fee
dbac
k
Witnes
s st
atem
ents
Pers
onal
act
ion p
lan
Pers
onal
dev
elopm
ent
reco
rd
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
86
Cri
teri
a
covere
d
Alt
ern
ati
ve a
ssess
men
t act
ivit
y m
inim
um
co
re (
ho
list
ic)
Ass
ess
men
t evid
en
ce
Id
entify
are
as f
or
impro
vem
ent
in p
lannin
g d
eliv
ery,
ass
essi
ng a
nd u
se o
f re
sourc
es t
o
mee
t th
e in
div
idual
nee
ds
of
studen
ts a
nd p
roduce
an a
ctio
n p
lan t
o d
emonst
rate
how
this
is
to b
e ac
hie
ved.
Rec
ord
all
CPD
as
a par
t of
your
per
sonal
dev
elopm
ent
reco
rd a
nd u
p-d
ate
this
reg
ula
rly,
se
ttin
g n
ew t
arget
s as
appro
priat
e.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
87
Suggested resource
Books
Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609
Eastwood L — A Toolkit for Creative Teaching in Post-Compulsory Education — 1st Edition (Open University Press, 2009) ISBN 9780335234165
Petty G – Teaching Today: A Practical Guide — 4th Edition (Nelson Thornes, 2009) ISBN 9781408504154
Rogers J – Adults Learning, 4th Edition (Open University Press, 2007) ISBN 780335206773
Scales P — Teaching in the Lifelong Learning Sector — 1st Edition (Open University Press, 2008) ISBN 9780335222407
Journals and/or magazines
Times Educational Supplement – FE Focus
Websites
www.bis.gov.uk Department for Business, Innovation and Skills (BIS)
www.businessballs.com Educational resources
www.excellencegateway.org.uk Excellence Gateway
www.geoffpetty.com Geoff Petty online teaching resources
www.iboard.co.uk Interactive activities
www.ifl.ac.uk Institute for Learning
www.niace.org.uk National Institute of Adult Continuing Education (England and Wales) (NIACE)
www.puzzlemaker.discovery Word-search maker education.com
www.readabilityformulas.com Smog readability formula
www.skillsfundingagency.bis.gov.uk Skills Funding Agency (SFA)
www.teachers-direct.co.uk Resources for interactive quizzes
www.tes.co.uk TES teaching resource ideas
www.vital.ac.uk Open University and Department for Education Professional Development Programme and resources
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
88
13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Pearson Edexcel: www.edexcel.com/contactus
Pearson BTEC: www.btec.co.uk/contactus
Pearson 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 Pearson BTEC qualifications are available 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
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
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14 Professional development and training
Pearson supports UK and international customers with training related to Pearson 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 Pearson 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 Pearson BTEC support team to help you whenever – and however – you need:
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.
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Annexe A – Observation Recording Requirements
Teaching practice observations within the Pearson BTEC Level 4 Certificate in Education and Training should be appropriately spaced throughout the whole programme and take into account the learner’s progress. LSIS guidelines recommend that trainee teachers should be able to achieve teaching of a ‘good’ level (ie Ofsted grade 2) by the end of the programme. For further details see the LSIS Excellence website: www.excellencegateway.org.uk/node/64.
Pearson BTEC Level 4 Certificate in Education and Training (QCF)
The requirements for observations of teaching practice for this qualification are a minimum of three observations, totalling a minimum of three hours. Any single observation must be a minimum of half an hour. The requirement is that at least one hour of observed and assessed practice, linked to the mandatory units, should demonstrate at least grade 2 characteristics.
As grading of observations can be viewed as intimidating by learners, grading should only be used latterly in the programme. This allows learners time to practice and develop skills. If learners fail to demonstrate at least grade 2 characteristics, a further observation will be required, once appropriate feedback and support has been given.
Please find summaries of the Ofsted grading criteria on the following pages. Forms to use for observations are in Annexe B.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
91
Su
mm
ary
of
Ofs
ted
gra
din
g c
rite
ria —
Gra
de 1
Sta
ffin
g
Pla
nn
ing
an
d d
eli
very
Learn
ing
A
ssess
men
t Fu
nct
ion
al
Skills
Eq
uali
ty
an
d
Div
ers
ity
Ad
vic
e a
nd
G
uid
an
ce
All
staf
f ar
e hig
hly
adep
t at
work
ing
with a
nd
dev
elopin
g
skill
s an
d
know
ledge
in
lear
ner
s fr
om
diffe
rent
bac
kgro
unds.
Sta
ff h
ave
consi
sten
tly
hig
h
expec
tations
of
all le
arner
s an
d
dem
onst
rate
th
is in a
ran
ge
of
lear
nin
g
envi
ronm
ents
.
Dra
win
g o
n e
xcel
lent
subje
ct
know
ledge
and/o
r in
dust
ry
exper
ience
, te
acher
s,
trai
ner
s, a
sses
sors
and
coac
hes
pla
n a
stute
ly a
nd s
et
chal
lengin
g t
asks
bas
ed o
n
syst
emat
ic,
accu
rate
as
sess
men
t of
lear
ner
s’ p
rior
skill
s, k
now
ledge
and
under
stan
din
g.
They
use
wel
l-ju
dged
and o
ften
im
agin
ativ
e te
achin
g s
trat
egie
s th
at,
toget
her
with s
har
ply
focu
sed
and t
imel
y su
pport
and
inte
rven
tion,
mat
ch indiv
idual
nee
ds
accu
rate
ly.
Conse
quen
tly,
the
dev
elopm
ent
of
lear
ner
s’ s
kills
an
d u
nder
stan
din
g is
exce
ptional
. Sta
ff g
ener
ate
hig
h lev
els
of
enth
usi
asm
for
par
tici
pat
ion in,
and
com
mitm
ent
to,
lear
nin
g.
Much
tea
chin
g,
lear
nin
g a
nd a
sses
smen
t fo
r al
l ag
e gro
ups
and lea
rnin
g p
rogra
mm
es is
outs
tandin
g a
nd r
arel
y le
ss t
han
consi
sten
tly
good.
As
a re
sult,
the
very
lar
ge
maj
ori
ty o
f le
arner
s co
nsi
sten
tly
mak
e ve
ry g
ood a
nd
sust
ained
pro
gre
ss in lea
rnin
g s
essi
ons
that
m
ay t
ake
pla
ce in a
var
iety
of
loca
tions,
such
as
the
clas
sroom
, w
ork
pla
ce o
r w
ider
co
mm
unity.
Tea
chin
g a
nd lea
rnin
g d
evel
op
hig
h lev
els
of
resi
lience
, co
nfiden
ce a
nd
indep
enden
ce in lea
rner
s w
hen
they
tac
kle
chal
lengin
g a
ctiv
itie
s. T
each
ers,
tra
iner
s, a
nd
asse
ssors
chec
k le
arner
s’ u
nder
stan
din
g
effe
ctiv
ely
thro
ughout
lear
nin
g s
essi
ons.
Tim
e is
use
d v
ery
wel
l an
d e
very
opport
unity
is
take
n t
o d
evel
op c
ruci
al s
kills
succ
essf
ully
, in
cludin
g b
eing a
ble
to u
se t
hei
r lit
erac
y an
d
num
erac
y sk
ills
on o
ther
cours
es a
nd a
t w
ork
. H
igh q
ual
ity
lear
nin
g m
ater
ials
and r
esourc
es
incl
udin
g info
rmat
ion a
nd c
om
munic
atio
n
tech
nolo
gy
(ICT)
are
avai
lable
and a
re u
sed
by
staf
f an
d lea
rner
s duri
ng a
nd b
etw
een
lear
nin
g a
nd a
sses
smen
t se
ssio
ns.
Appro
priat
e an
d r
egula
r co
urs
ework
co
ntr
ibute
s ve
ry w
ell to
le
arner
s’
pro
gre
ss.
Mar
king a
nd
const
ruct
ive
feed
bac
k fr
om
st
aff
are
freq
uen
t an
d
of
a co
nsi
sten
t qual
ity,
le
adin
g t
o
hig
h lev
els
of
engag
emen
t an
d inte
rest
The
teac
hin
g
of
Englis
h,
mat
hem
atic
s an
d
funct
ional
sk
ills
is
consi
sten
tly
good w
ith
much
outs
tandin
g.
Tea
cher
s an
d o
ther
st
aff
enth
use
an
d m
otiva
te
most
le
arner
s to
par
tici
pat
e in
a
wid
e ra
nge
of
lear
nin
g
activi
ties
Equal
ity
and
div
ersi
ty
are
inte
gra
ted
fully
into
th
e le
arnin
g
exper
ience
Sta
ff
man
age
lear
ner
s’
beh
avio
ur
skilf
ully
; th
ey s
how
gre
at
awar
enes
s of
equal
ity
and
div
ersi
ty in
teac
hin
g
sess
ions.
Advi
ce,
guid
ance
and
support
m
otiva
te
lear
ner
s to
se
cure
the
bes
t poss
ible
opport
unitie
s fo
r su
cces
s in
th
eir
lear
nin
g
and
pro
gre
ssio
n
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
92
Su
mm
ary
of
Ofs
ted
gra
din
g c
rite
ria —
Gra
de 2
Sta
ffin
g
Pla
nn
ing
an
d d
eli
very
Learn
ing
A
ssess
men
t Fu
nct
ion
al
Skills
Eq
uali
ty
an
d
Div
ers
ity
Ad
vic
e a
nd
G
uid
an
ce
Tea
chin
g,
lear
nin
g a
nd
asse
ssm
ent
are
pre
dom
inan
tly
good,
with
exam
ple
s of
outs
tandin
g
teac
hin
g.
All
staf
f ar
e ab
le
to d
evel
op
lear
ner
s’ s
kills
an
d
know
ledge
regar
dle
ss o
f th
eir
bac
kgro
unds.
As
a re
sult,
lear
ner
s m
ake
good
pro
gre
ss.
Sta
ff h
ave
hig
h
expec
tations
of
all le
arner
s.
Sta
ff in m
ost
curr
iculu
m a
nd
lear
nin
g p
rogra
mm
e ar
eas
use
thei
r w
ell-
dev
eloped
ski
lls
and e
xper
tise
to a
sses
s le
arner
s’ p
rior
skill
s,
know
ledge
and u
nder
stan
din
g
accu
rate
ly,
to p
lan e
ffec
tive
ly
and s
et c
hal
lengin
g t
asks
. They
use
effec
tive
tea
chin
g,
lear
nin
g a
nd a
sses
smen
t st
rate
gie
s th
at,
toget
her
with
appro
pri
atel
y ta
rget
ed
support
and inte
rven
tion,
mat
ch m
ost
lea
rner
s’
indiv
idual
nee
ds
effe
ctiv
ely.
Good u
se o
f re
sourc
es,
incl
udin
g I
CT,
and r
egula
r co
urs
ework
contr
ibute
wel
l to
le
arner
s’ p
rogre
ss.
Tea
chin
g g
ener
ally
dev
elops
lear
ner
s’
resi
lience
, co
nfiden
ce a
nd indep
enden
ce
when
tac
klin
g c
hal
lengin
g a
ctiv
itie
s. S
taff
lis
ten p
erce
ptive
ly t
o,
care
fully
obse
rve,
and
skill
fully
ques
tion lea
rner
s duri
ng lea
rnin
g
sess
ions.
Tea
chin
g d
eepen
s le
arner
s’
know
ledge
and u
nder
stan
din
g c
onsi
sten
tly
and p
rom
ote
s th
e dev
elopm
ent
of
indep
enden
t le
arnin
g s
kills
. Tea
cher
s an
d
oth
er s
taff e
nth
use
and m
otiva
te m
ost
le
arner
s to
par
tici
pat
e in
a w
ide
range
of
lear
nin
g a
ctiv
itie
s.
Sta
ff a
sses
s le
arner
s’
pro
gre
ss
regula
rly
and
accu
rate
ly a
nd
dis
cuss
as
sess
men
ts
with t
hem
so
that
lea
rner
s kn
ow
how
wel
l th
ey h
ave
done
and w
hat
th
ey n
eed t
o
do t
o im
pro
ve.
The
teac
hin
g
of
Englis
h,
mat
hem
atic
s an
d
funct
ional
sk
ills
is
gen
eral
ly
good.
Equal
ity
and
div
ersi
ty
are
pro
mote
d
and
lear
ner
s’
beh
avio
ur
is m
anag
ed
wel
l,
alth
ough
som
e w
ork
is
still
nee
ded
to
inte
gra
te
aspec
ts o
f eq
ual
ity
and
div
ersi
ty
into
le
arnin
g
fully
.
Advi
ce,
guid
ance
and
support
pro
vide
good
opport
unitie
s fo
r le
arner
s to
be
motiva
ted
and m
ake
the
nec
essa
ry
connec
tion
bet
wee
n
lear
nin
g a
nd
succ
essf
ul
pro
gre
ssio
n.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
93
Su
mm
ary
of
Ofs
ted
gra
din
g c
rite
ria —
Gra
de 3
Sta
ffin
g
Pla
nn
ing
an
d d
eli
very
Learn
ing
A
ssess
men
t Fu
nct
ion
al
Skills
Eq
uali
ty
an
d
Div
ers
ity
Ad
vic
e
an
d
Gu
idan
ce
Sta
ff w
ork
w
ith a
nd
dev
elop s
kills
an
d
know
ledge
in
lear
ner
s fr
om
diffe
rent
bac
kgro
unds
satisf
acto
rily
. Sta
ff
expec
tations
enab
le m
ost
le
arner
s to
w
ork
har
d
and a
chie
ve
satisf
acto
rily
, an
d
enco
ura
ge
them
to m
ake
pro
gre
ss.
Ther
e is
lik
ely
to b
e so
me
good t
each
ing,
lear
nin
g a
nd
asse
ssm
ent
and t
her
e ar
e no
endem
ic inad
equac
ies
in
par
ticu
lar
cours
es,
acro
ss
leve
ls o
r ag
e gro
ups,
or
for
par
ticu
lar
gro
ups
of
lear
ner
s.
Due
atte
ntion is
giv
en t
o t
he
care
ful
initia
l as
sess
men
t an
d o
ngoin
g
asse
ssm
ent
of
lear
ner
s’ p
rogre
ss,
but
thes
e ar
e not
alw
ays
conduct
ed
rigoro
usl
y en
ough,
whic
h m
ay r
esult
in s
om
e unnec
essa
ry r
epet
itio
n o
f w
ork
for
lear
ner
s, a
nd t
asks
bei
ng
pla
nned
and s
et t
hat
do n
ot
fully
ch
alle
nge
them
.
Tea
chin
g s
trat
egie
s en
sure
that
le
arner
s’ indiv
idual
nee
ds
are
usu
ally
m
et.
Sta
ff d
eplo
y av
aila
ble
additio
nal
su
pport
car
efully
, use
ava
ilable
re
sourc
es w
ell an
d s
et a
ppro
pri
ate
cours
ework
for
lear
ner
s.
Most
lea
rner
s, a
nd g
roups
of
lear
ner
s,
mak
ing p
rogre
ss t
hat
is
bro
adly
in
line
with t
hat
mad
e by
lear
ner
s nat
ional
ly w
ith s
imila
r st
arting p
oin
ts.
How
ever
, th
ere
are
wea
knes
ses
in
area
s of
del
iver
y, s
uch
as
in lea
rnin
g
or
asse
ssm
ent.
Sta
ff m
onitor
lear
ner
s’
work
duri
ng lea
rnin
g
sess
ions,
set
ap
pro
pri
ate
task
s an
d
are
capab
le o
f ad
just
ing t
hei
r pla
ns
to s
upport
lea
rnin
g.
Thes
e ad
apta
tions
are
usu
ally
succ
essf
ul but
occ
asio
nal
ly a
re n
ot
tim
ely
or
rele
vant,
and
this
slo
ws
lear
nin
g f
or
som
e le
arner
s.
Lear
ner
s ar
e in
form
ed
about
the
pro
gre
ss
they
are
mak
ing a
nd
how
to im
pro
ve
furt
her
thro
ugh
mar
king a
nd d
ialo
gue
with s
taff
that
is
usu
ally
tim
ely
and
enco
ura
gin
g.
This
ap
pro
ach e
nsu
res
that
m
ost
lea
rner
s w
ant
to
work
har
d a
nd
impro
ve.
The
teac
hin
g
of
Englis
h,
mat
hem
atic
s an
d
funct
ional
sk
ills
is
satisf
acto
ry
ove
rall.
The
pro
motion o
f eq
ual
ity
and
support
for
div
ersi
ty in
teac
hin
g a
nd
lear
nin
g a
re
satisf
acto
ry.
Advi
ce,
guid
ance
an
d s
upport
hel
p t
o
motiva
te
lear
ner
s to
su
ccee
d in
thei
r le
arnin
g a
nd
pro
gre
ss.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
94
Su
mm
ary
of
Ofs
ted
gra
din
g c
rite
ria —
Gra
de 4
S
taff
ing
P
lan
nin
g a
nd
deli
very
Learn
ing
A
ssess
men
t Fu
nct
ion
al
Skills
Eq
uali
ty
an
d
Div
ers
ity
Ad
vic
e
an
d
Gu
idan
ce
Sta
ff d
o n
ot
hav
e su
ffic
iently
hig
h
expec
tations
and,
ove
r tim
e,
teac
hin
g f
ails
to
exc
ite,
en
thuse
, en
gag
e or
motiva
te
par
ticu
lar
gro
ups
of
lear
ner
s,
incl
udin
g
those
with
lear
nin
g
difficu
ltie
s an
d/o
r dis
abili
ties
.
Ther
e is
lik
ely
to b
e so
me
good t
each
ing,
lear
nin
g a
nd
asse
ssm
ent
but
ther
e ar
e in
adeq
uac
ies
in p
articu
lar
cours
es,
acro
ss lev
els
or
age
gro
ups,
or
for
par
ticu
lar
gro
ups
of
lear
ner
s. T
his
re
flec
ts p
oor
man
agem
ent
of
the
teac
hin
g a
nd lea
rnin
g
pro
cess
and in p
articu
lar
reflec
ts p
oor
pla
nnin
g a
nd
reso
urc
ing o
f te
achin
g,
lear
nin
g a
nd a
sses
smen
t.
As
a re
sult o
f w
eak
teac
hin
g,
lear
nin
g
and a
sses
smen
t ove
r tim
e, lea
rner
s or
gro
ups
of
lear
ner
s ar
e m
akin
g
inad
equat
e pro
gre
ss a
nd h
ave
bee
n
unsu
cces
sful in
att
ainin
g t
hei
r le
arnin
g
goal
s. S
taff lac
k ex
per
tise
, ex
per
ience
an
d/o
r co
mm
itm
ent
and t
he
abili
ty t
o
pro
mote
lea
rnin
g.
Lear
nin
g a
ctiv
itie
s an
d r
esourc
es a
re n
ot
suffic
iently
wel
l m
atch
ed t
o t
he
nee
ds
of
lear
ner
s an
d,
as a
res
ult,
they
mak
e in
adeq
uat
e pro
gre
ss.
Few
tas
ks a
re s
et
and little
feed
bac
k pro
vided
to s
upport
th
e le
arnin
g
pro
cess
. Ass
essm
ent
is
inad
equat
e an
d
pro
vides
little
opport
unity
for
lear
ner
s to
ap
pre
ciat
e pro
gre
ss o
r le
arn
thro
ugh b
eing a
ble
to
corr
ect
mis
take
s.
Tea
chin
g o
f Englis
h,
mat
hem
atic
s an
d
funct
ional
sk
ills
is
inad
equat
e an
d a
si
gnific
ant
pro
port
ion o
f le
arner
s do
not
rece
ive
appro
pri
ate
support
to
addre
ss
Englis
h,
mat
hem
atic
s an
d
languag
e nee
ds.
Sta
ff s
how
in
suff
icie
nt
under
stan
d-
ing a
nd
pro
mote
eq
ual
ity
and
div
ersi
ty
insu
ffic
iently
in t
each
ing
sess
ions.
Litt
le o
r no
evid
ence
of
advi
ce,
guid
ance
or
support
to
enco
ura
ge
lear
ner
pro
gre
ss.
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
95
Cri
teri
a
In j
ud
gin
g t
he q
uali
ty o
f te
ach
ing
, le
arn
ing
an
d a
ssess
men
t, in
spect
ors
evalu
ate
th
e e
xte
nt
to w
hic
h:
1
Lear
ner
s ben
efit f
rom
hig
h e
xpec
tations,
engag
emen
t, c
are,
support
and m
otiva
tion f
rom
sta
ff.
2
Sta
ff u
se t
hei
r sk
ills
and e
xper
tise
to p
lan a
nd d
eliv
er t
each
ing,
lear
nin
g a
nd s
upport
to m
eet
each
lea
rner
’s n
eeds.
3
Sta
ff initia
lly a
sses
s le
arner
s’ s
tart
ing p
oin
ts a
nd m
onitor
thei
r pro
gre
ss,
set
chal
lengin
g t
asks
, an
d b
uild
on a
nd e
xten
d lea
rnin
g
for
all le
arner
s.
4
Lear
ner
s under
stan
d h
ow
to im
pro
ve a
s a
resu
lt o
f fr
equen
t, d
etai
led a
nd a
ccura
te fee
dbac
k fr
om
sta
ff f
ollo
win
g a
sses
smen
t of
thei
r le
arnin
g.
5
Tea
chin
g a
nd lea
rnin
g d
evel
op E
nglis
h,
mat
hem
atic
s an
d f
unct
ional
ski
lls,
and s
upport
the
achie
vem
ent
of
lear
nin
g g
oal
s an
d
care
er a
ims.
6
Equal
ity
and d
iver
sity
are
pro
mote
d t
hro
ugh t
each
ing a
nd lea
rnin
g.
7
Appro
priat
e an
d t
imel
y in
form
atio
n,
advi
ce a
nd g
uid
ance
support
lea
rnin
g e
ffec
tive
ly.
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
96
Annexe B – Graded observation pro-forma
Teaching Practice Observation Pro forma Graded Feedback
Learner
Name
Observer
Name
Learning
Group
Number
of
learners
Date
Location Session……. of ……. Start
time
Finish
time
Specific issues to be
addressed in
differentiation
SESSION PREPARATION AND PLANNING APPROPRIATE SESSION PLAN EVIDENCE
Aims/ learning outcomes to suit specialist content/scheme of work
1 2 3 4
appropriate teaching/ learning methods for skills/ knowledge
1 2 3 4
Variety of teaching approaches and learning styles/ needs
1 2 3 4
Identifying inclusive learning activities for differentiation
1 2 3 4
Planning for resources and materials including ICT
1 2 3 4
Opportunities for assessment/ feedback to support learning
1 2 3 4
Appropriate timings/organisation of content, including summary
1 2 3 4
Opportunities for Core Curriculum/ Functional or key skills
1 2 3 4
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
97
TEACHING AND LEARNING STRATEGIES – APPROPRIATE TO SPECIALIST AREA AND LEARNERS’ NEEDS
Room and resources made ready for the start of the session
1 2 3 4
Aims/objectives shared with learners through intro/continuity
1 2 3 4
Appropriate attitude towards learners and awareness of needs
1 2 3 4
Variety and pacing to suit skills and knowledge of specialist area
1 2 3 4
Communications to suit learners – voice, gesture and use of language
1 2 3 4
Learners actively involved, engaged and motivated throughout
1 2 3 4
Variety of activities to allow for differentiation ie group/individual
1 2 3 4
Specialist subject knowledge and skills current and sound
1 2 3 4
Appropriate use of writing board, flip chart, active-board
1 2 3 4
Teaching resources used appropriately to stimulate and engage
1 2 3 4
Learning resources used to actively engage and empower learners
1 2 3 4
Strategies appropriate to manage the learning environment
1 2 3 4
Visual resources clear, appropriate level, language, quality
1 2 3 4
Learners themselves used as resource, e.g. group work
1 2 3 4
Appropriate use of new technologies in teaching and learning to motivate
1 2 3 4
Awareness of health and safety issues/ risk assessment
1 2 3 4
ASSESSMENT OF LEARNING, LEARNING CHECKS
Learners provided with appropriate guidance on assessment
1 2 3 4
Tutor assessment of learning appropriate to subject/learners
1 2 3 4
Variety of questioning appropriate to all learners and context
1 2 3 4
Learners are involved in appropriate level of self/peer assessment
1 2 3 4
Learning checks to allow for inclusion and differentiation
1 2 3 4
Assessment appropriate to assessment/ performance criteria
1 2 3 4
Learners provided with appropriate feedback identifying goals
1 2 3 4
Assessment fair, un-biased and subject specific
1 2 3 4
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
98
LEARNER RESPONSE, ENGAGEMENT AND MOTIVATION
Positive rapport to encourage respect and trust in learning
1 2 3 4
Appropriate level of challenge to suit students, specialism
1 2 3 4
Appropriate level of participation, attention and interest
1 2 3 4
Appropriate attitude towards learners to empower
1 2 3 4
Learners respond in way that indicates needs are being met
1 2 3 4
Opportunities for differentiated learning
1 2 3 4
Awareness of needs for inclusion and addressing disabilities
1 2 3 4
Positive class atmosphere/attitude to subject/learning
1 2 3 4
OVERALL OBSERVER FEEDBACK
PERSONAL EVALUATION
Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013
99
POSSIBLE AREAS FOR DEVELOPMENT/ STRATEGIES TO THINK ABOUT
Qualified Observer
Name/Responsibilities
Learner/Name/
Role
Observer
Signature
Learner
Signature
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
0
An
nexe C
– S
ess
ion
pla
n p
ro f
orm
a S
ES
SIO
N P
LA
N P
RO
FO
RM
A
Learn
ing
G
rou
p
S
ess
ion
nu
mb
er
D
ate
Lo
cati
on
Tra
iner/
tuto
r/te
ach
er
Reso
urc
es
nece
ssary
fo
r se
ssio
n
Need
s fo
r d
iffe
ren
tiati
on
Key s
kil
ls/
fu
nct
ion
al
skills
o
pp
ort
un
itie
s
Tim
ing
To
pic
/co
nte
nt
Kn
ow
led
ge/
skil
ls
Teach
er
Act
ivit
ies
Learn
ing
act
ivit
ies
Learn
ing
ch
eck
s
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
1
Tim
ing
To
pic
/co
nte
nt
Kn
ow
led
ge/
skil
ls
Teach
er
Act
ivit
ies
Learn
ing
act
ivit
ies
Learn
ing
ch
eck
s
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
2
Self
- evalu
ati
on
Issu
es
ari
sin
g:
Str
en
gth
s:
Po
ssib
le c
han
ges/
alt
ern
ati
ve a
pp
roach
es/
ICT o
pp
ort
un
itie
s:
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
3
An
nexe D
– P
ort
folio
bu
ild
ing
reco
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 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
Exp
lain
the
teac
hin
g r
ole
and r
esponsi
bili
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
ow
n r
ole
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 r
esponsi
bili
ties
in
educa
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
ap
pro
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
with o
ther
pro
fess
ional
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 t
each
ers
and o
ther
pro
fess
ional
s in
educa
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
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
4
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:
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
5
Un
it 2
: P
lan
nin
g t
o M
eet
the N
eed
s o
f Learn
ers
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
Anal
yse
the
role
and u
se o
f in
itia
l an
d d
iagnost
ic
asse
ssm
ent
in a
gre
eing indiv
idual
lea
rnin
g g
oal
s
1.2
U
se m
ethods
of
initia
l an
d d
iagnost
ic a
sses
smen
t to
neg
otiat
e an
d a
gre
e in
div
idual
lea
rnin
g g
oal
s w
ith
lear
ner
s
1
Be
able
to u
se initia
l an
d d
iagnost
ic a
sses
smen
t to
agre
e in
div
idual
lea
rnin
g g
oal
s w
ith lea
rner
s
1.3
Rec
ord
lea
rner
s’ indiv
idual
lea
rnin
g g
oal
s
2.1
D
evis
e a
schem
e of
work
in a
ccord
ance
with
inte
rnal
and e
xter
nal
req
uirem
ents
2.2
D
esig
n t
each
ing a
nd lea
rnin
g p
lans
whic
h m
eet
the
aim
s an
d indiv
idual
nee
ds
of
all le
arner
s an
d
curr
iculu
m r
equirem
ents
2.3
Exp
lain
how
ow
n p
lannin
g m
eets
the
indiv
idual
nee
ds
of
lear
ner
s
2.4
Exp
lain
way
s in
whic
h t
each
ing a
nd lea
rnin
g p
lans
can b
e ad
apte
d t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
2
Be
able
to p
lan incl
usi
ve t
each
ing a
nd lea
rnin
g in
acco
rdan
ce w
ith inte
rnal
and e
xter
nal
re
quirem
ents
2.5
Id
entify
opport
unitie
s fo
r le
arner
s to
pro
vide
feed
bac
k to
info
rm incl
usi
ve p
ract
ice
3.1
Anal
yse
way
s in
whic
h m
inim
um
core
ele
men
ts c
an
be
dem
onst
rate
d in p
lannin
g incl
usi
ve t
each
ing a
nd
lear
nin
g
3
Be
able
to im
ple
men
t th
e m
inim
um
core
in
pla
nnin
g incl
usi
ve t
each
ing a
nd lea
rnin
g
3.2
Apply
min
imum
core
ele
men
ts in p
lannin
g incl
usi
ve
teac
hin
g a
nd lea
rnin
g
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n p
ract
ice
when
pla
nnin
g t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s,
taki
ng a
ccount
of
the
view
s of
lear
ner
s an
d o
ther
s
4
Be
able
to e
valu
ate
ow
n p
ract
ice
when
pla
nnin
g
incl
usi
ve t
each
ing a
nd lea
rnin
g
4.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
lannin
g t
o
mee
t th
e in
div
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):
Dat
e:
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
7
Un
it 3
: D
eliveri
ng
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
Anal
yse
the
effe
ctiv
enes
s of
teac
hin
g a
nd lea
rnin
g
appro
aches
use
d in o
wn a
rea
of
spec
ialis
m in
rela
tion t
o m
eeting t
he
indiv
idual
nee
ds
of
lear
ner
s
1.2
Cre
ate
an incl
usi
ve t
each
ing a
nd lea
rnin
g
envi
ronm
ent
1
Be
able
to u
se incl
usi
ve t
each
ing a
nd lea
rnin
g
appro
aches
in a
ccord
ance
with inte
rnal
and
exte
rnal
req
uirem
ents
1.3
D
emonst
rate
an incl
usi
ve a
ppro
ach t
o t
each
ing a
nd
lear
nin
g in a
ccord
ance
with inte
rnal
and e
xter
nal
re
quirem
ents
2.1
Anal
yse
ben
efits
and lim
itat
ions
of
com
munic
atio
n
met
hods
and m
edia
use
d in o
wn a
rea
of
spec
ialis
m
2.2
U
se c
om
munic
atio
n m
ethods
and m
edia
to m
eet
indiv
idual
lea
rner
nee
ds
2
Be
able
to c
om
munic
ate
with s
tuden
ts a
nd o
ther
le
arnin
g p
rofe
ssio
nal
s to
pro
mote
lea
rnin
g a
nd
pro
gre
ssio
n
2.3
Com
munic
ate
with o
ther
lea
rnin
g p
rofe
ssio
nal
s to
m
eet
indiv
idual
lea
rner
nee
ds
and e
nco
ura
ge
pro
gre
ssio
n
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Anal
yse
ben
efits
and lim
itat
ions
of
tech
nolo
gie
s use
d in o
wn a
rea
of
spec
ialis
m
3
Be
able
to u
se t
echnolo
gie
s in
del
iver
ing
incl
usi
ve t
each
ing a
nd lea
rnin
g
3.2
U
se t
echnolo
gie
s to
enhan
ce t
each
ing a
nd m
eet
indiv
idual
lea
rner
nee
ds
4.1
Anal
yse
way
s in
whic
h m
inim
um
core
ele
men
ts c
an
be
dem
onst
rate
d w
hen
del
iver
ing incl
usi
ve t
each
ing
and lea
rnin
g
4
Be
able
to im
ple
men
t th
e m
inim
um
core
when
del
iver
ing incl
usi
ve t
each
ing a
nd lea
rnin
g
4.2
Apply
min
imum
core
ele
men
ts in d
eliv
erin
g
incl
usi
ve t
each
ing a
nd lea
rnin
g
5.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n p
ract
ice
in m
eeting
the
nee
ds
of
indiv
idual
lea
rner
s, t
akin
g a
ccount
of
the
view
s of
lear
ner
s an
d o
ther
s
5
Be
able
to e
valu
ate
ow
n p
ract
ice
in d
eliv
erin
g
incl
usi
ve t
each
ing a
nd lea
rnin
g
5.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn p
ract
ice
in
mee
ting t
he
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):
Dat
e:
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
10
9
Un
it 4
: A
ssess
ing
Learn
ers
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
Anal
yse
the
effe
ctiv
enes
s of
asse
ssm
ent
met
hods
in
rela
tion t
o m
eeting t
he
indiv
idual
nee
ds
of
lear
ner
s
1.3
U
se t
ypes
and m
ethods
of
asse
ssm
ent
to m
eet
the
indiv
idual
nee
ds
of
lear
ner
s
1.4
U
se p
eer-
and s
elf-
asse
ssm
ent
to p
rom
ote
lea
rner
s’
invo
lvem
ent
and p
erso
nal
res
ponsi
bili
ty in t
he
asse
ssm
ent
for,
and o
f, t
hei
r le
arnin
g
1
Be
able
to u
se t
ypes
and m
ethods
of
asse
ssm
ent
to m
eet
the
nee
ds
of
indiv
idual
le
arner
s
1.5
U
se q
ues
tionin
g a
nd f
eedbac
k to
contr
ibute
to t
he
asse
ssm
ent
pro
cess
2.1
Id
entify
the
inte
rnal
and e
xter
nal
ass
essm
ent
requirem
ents
and r
elat
ed p
roce
dure
s of
lear
nin
g
pro
gra
mm
es
2.2
U
se a
sses
smen
t ty
pes
and m
ethods
to e
nab
le
lear
ner
s to
pro
duce
ass
essm
ent
evid
ence
that
is
valid
, re
liable
, su
ffic
ient,
auth
entic
and c
urr
ent
2.3
Conduct
ass
essm
ents
in lin
e w
ith inte
rnal
and
exte
rnal
req
uirem
ents
2.4
Rec
ord
the
outc
om
es o
f as
sess
men
ts t
o m
eet
inte
rnal
and e
xter
nal
req
uirem
ents
2
Be
able
to c
arry
out
asse
ssm
ents
in a
ccord
ance
w
ith inte
rnal
and e
xter
nal
req
uirem
ents
2.5
Com
munic
ate
asse
ssm
ent
info
rmat
ion t
o o
ther
pro
fess
ional
s w
ith a
n inte
rest
in lea
rner
ac
hie
vem
ent
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
– S
pec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
11
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Anal
yse
way
s in
whic
h m
inim
um
core
ele
men
ts c
an
be
dem
onst
rate
d in a
sses
sing lea
rner
s
3
Be
able
to im
ple
men
t th
e m
inim
um
core
when
as
sess
ing lea
rner
s
3.2
Apply
min
imum
core
ele
men
ts in a
sses
sing lea
rner
s
4.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n a
sses
smen
t pra
ctic
e, t
akin
g a
ccount
of th
e vi
ews
of
lear
ner
s an
d o
ther
s
4
Be
able
to e
valu
ate
ow
n a
sses
smen
t pra
ctic
e
4.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn a
sses
smen
t pra
ctic
e
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(if v
erifie
d):
Dat
e:
Pear
son B
TEC L
evel
4 C
ertifica
te in E
duca
tion a
nd T
rain
ing (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Nove
mber
2013 ©
Pea
rson E
duca
tion L
imited
2013
11
1
Un
it 5
: U
sin
g R
eso
urc
es
for
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
Anal
yse
the
effe
ctiv
enes
s of
reso
urc
es u
sed in o
wn
area
of
spec
ialis
m in r
elat
ion t
o m
eeting t
he
indiv
idual
nee
ds
of
lear
ner
s.
1.2
U
se r
esourc
es t
o p
rom
ote
equal
ity,
val
ue
div
ersi
ty
and m
eet
the
indiv
idual
nee
ds
of
lear
ner
s.
1
Be
able
to u
se r
esourc
es in t
he
del
iver
y of
incl
usi
ve t
each
ing a
nd lea
rnin
g
1.3
Adap
t re
sourc
es t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s.
2.1
Anal
yse
way
s in
whic
h m
inim
um
core
ele
men
ts c
an
be
dem
onst
rate
d w
hen
usi
ng r
esourc
es f
or
incl
usi
ve
teac
hin
g a
nd lea
rnin
g.
2
Be
able
to im
ple
men
t th
e m
inim
um
core
when
usi
ng r
esourc
es in t
he
del
iver
y of
incl
usi
ve
teac
hin
g a
nd lea
rnin
g
2.2
Apply
min
imum
core
ele
men
ts w
hen
usi
ng
reso
urc
es f
or
incl
usi
ve t
each
ing a
nd lea
rnin
g.
3.1
Rev
iew
the
effe
ctiv
enes
s of
ow
n p
ract
ice
in u
sing
reso
urc
es t
o m
eet
the
indiv
idual
nee
ds
of
lear
ner
s,
taki
ng a
ccount
of
the
view
s of
lear
ner
s an
d o
ther
s.
3
Be
able
to e
valu
ate
ow
n u
se o
f re
sourc
es in t
he
del
iver
y of
incl
usi
ve t
each
ing a
nd lea
rnin
g
3.2
Id
entify
are
as f
or
impro
vem
ent
in o
wn u
se o
f re
sourc
es 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):
Dat
e:
Sb1221113G
:\LT
\PD
\BTEC L
EVEL\
9781446906941_BTEC_LV
L_L4
_ED
TRAIN
\9781446906941_BTEC_LV
L_L4
_ED
TRAIN
.DO
C.1
–116/1
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