VTCT Level 3 Certificate in Learning and Development of... · Statement of unit achievement By...

AG30264F_v4

VTCT Level 3 Certificate in Learning and Development

Accreditation start date: 1 September 2011Credit value: 30Total Qualification Time (TQT): 300Guided learning hours (GLH): 120 - 166Qualification number: 600/3051/3

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IQA signature (if sampled)

Mandatory units

UV30790

UV40791

Optional units Please insert optional units achieved

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The qualification

Introduction National Occupational Standards (NOS)

The VTCT Level 3 Certificate in Learning and Development has been designed to meet your initial and continuing professional development needs as learning and development practitioner. Particularly if you cover several phases of the learning and development cycle in your work.

This qualification will develop your knowledge, understanding and skills to plan, prepare and deliver effective learning and development provision. You will also develop the necessary skills to implement assessment and quality assurance activities.

Units in this qualification have been mapped to the relevant NOS (where applicable). This qualification is regulated on the Regulated Qualifications Framework.

This qualification is approved and supported by the Learning and Skills Improvement Service (LSIS), the sector-owned body for the learning and skills sector.

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Learning and Development Apprenticeship Framework

The VTCT Level 3 Certificate in Learning and Development contributes to the Advanced Level Apprenticeship in Learning and Development.

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Progression

On completion of this qualification you will be able to progress to the following qualifications:

• Level 4 Award in Learning and Development• Level 4 Diploma in Learning and

Development• Level 4 Certificate in Teaching in the

Lifelong Learning Sector

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Qualification structure

Mandatory units - Group A - 12 credits

VTCT unit code

Ofqual unit reference Unit title Credit

value GLHKnowledge / Competence credits*

UV30790 Y/502/9541Understand the principles and practices of learning and development

6 25 K6

UV40791 J/502/9552 Reflect on and improve own practice in learning and development 6 25 K2 / C4

Optional units - Group B - 6 (minimum) credits

VTCT unit code


value GLHKnowledge / Competence credits

UV30762 F/502/9548 Facilitate learning and development in groups 6 25 K2 / C4

UV30761 J/502/9549 Facilitate learning and development for individuals 6 25 K2 / C4

Total credits required - 30 (minimum)

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All mandatory units must be completed.

Guidance on qualification structure• You must achieve a total of 30 credits. • 12 credits must be taken from Group A.• A minimum of 6 credits must be taken from Group B.• The remaining 12 credits must taken from Group B and Group C. Six credits must be

taken from any of the subgroups C1, C2 or C3. If C1 is taken both units are mandatory in this subgroup. If C2 is chosen both units are mandatory in this subgroup. If C3 is chosen at least one unit must be taken in this subgroup.

* Knowledge (K) and Competence (C) credits are only applicable if this qualification is being undertaken as part of the Advanced Learning and Development Apprenticeship.

Optional units - Group C - 12* (minimum) credits

VTCT unit code


value GLHKnowledge / Competence credits

Subgroup C1

UV30564 H/601/5314 Assess occupational competence in the work environment 6 30 C6

UV30563 D/601/5313 Understanding the principles and practices of assessment 3 24 K3

Subgroup C2

UV30566 F/601/5319 Assess vocational skills, knowledge and understanding 6 30 C6


Subgroup C3

UV30793 T/502/9546 Plan and prepare specific learning and development opportunities 6 20 C6

UV30792 K/502/9544 Identify individual learning and development needs 3 24 K1 / C2

UV30795 F/502/9551 Engage learners in the learning and development process 6 30 K3 / C3

UV30797 R/502/9554 Provide information and advice to learners and employers 3 20 K1 / C2

UV30798 Y/502/9555 Engage with employers to develop and support learning provision 6 25 K3 / C3

UV30799 R/600/1764 Understanding the employing organisation 3 23 K3


UV40794 A/502/9547 Develop and prepare resources for learning and development 6 25 K2 / C4

UV40796 L/502/9553 Evaluate and improve learning and development provision 6 25 K3 / C3

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* Knowledge (K) and Competence (C) credits are only applicable if this qualification is being undertaken as part of the Advanced Learning and Development Apprenticeship.

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Guidance on assessment

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

Assessment explained

VTCT courses are assessed and quality assured by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement, and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

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Unit assessment methods

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This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of evidence

UV30790Understand the principles and practices of learning and development

0

UV40791Reflect on and improve own practice in learning and development

0

Optional units - Group BExternal Internal



UV30762 Facilitate learning and development in groups 0

UV30761 Facilitate learning and development for individuals 0

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Unit assessment methods

Optional units - Group CExternal Internal



UV30564 Assess occupational competence in the work environment 0

UV30563 Understanding the principles and practices of assessment 0

UV30566 Assess vocational skills, knowledge and understanding 0

UV30792 Identify individual learning and development needs 0

UV30793 Plan and prepare specific learning and development opportunities 0

UV30795 Engage learners in the learning and development process 0

UV30797 Provide information and advice to learners and employers 0

UV30798 Engage with employers to develop and support learning provision 0

UV30799 Understanding the Employing Organisation 0

UV40794 Develop and prepare resources for learning and development 0

UV40796 Evaluate and improve learning and development provision 0

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Unit glossary

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Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of observations required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit, they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the practical tasks that must be completed to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper or portfolio of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel to the unit’s observation outcomes.

UV30790Understand the principles and practices of learning and development

The aim of this unit is to enable you to gain the knowledge and understanding required to underpin your practice. It examines the purpose and context of learning and development, the learning cycle, roles and responsibilities, the legislative framework in which practitioners operate, and how to meet the needs of learners.

UV30790_v7

GLH

Credit value

Level

Observation(s)

External paper(s)

25

6

3

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Understand the principles and practices of learning and development

1. Understand the purpose and context of learning and development

2. Understand the learning and development cycle

3. Understand the needs of learners in relation to learning and development

4. Understand the roles and responsibilities of the learning and development practitioner

5. Understand legislative and organisational requirements in relation to learning and development

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1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:


UV3079014

Knowledge

Outcome 1

Understand the purpose and context of learning and development

You can: Portfolio reference /Assessor initials*

a. Analyse the objectives of learning and development for learners and for organisations

b. Explain the contexts and environments in which learning and development takes place

*Assessor initials to be inserted if orally questioned.

UV30790 15

Outcome 2

Understand the learning and development cycle


a. Explain the learning and development cycle and each of its constituent parts

b. Explain how the learning and development cycle is used to enhance learner experience


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Outcome 3

Understand the needs of learners in relation to learning and development


a. Summarise why it is necessary to understand learner needs and motivations for learning and development

b. Explain how to adapt learning and development to meet the needs and preferences of learners

c. Outline the factors that can lead to the improvement and maintenance of learner engagement and motivation


UV30790 17

Outcome 4

Understand the roles and responsibilities of the learning and development practitioner


a. Explain own role and responsibilities in relation to learning and development

b. Explain the points of referral available to help meet the needs of learners

c. Explain the practitioner’s role in the development of learners in the learning and development process

d. Explain the practitioner’s role in the quality improvement of learning and development

e. Summarise the practitioner’s role in managing risks to and safeguarding learners


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Outcome 5

Understand legislative and organisational requirements in relation to learning and development


a. Explain learner’s rights in relation to equality, diversity and inclusion

b. Explain the practitioner’s and the organisation’s responsibility for the safety and security of learners

c. Summarise the purpose and limits of confidentiality in relation to learners and the organisation

d. Explain requirements for record keeping in relation to learning and development


UV30790 19

Outcome 1: Understand the purpose and context of learning and development

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

UV3079020

Analyse objectives of learning and development for learners and organisations: Purposes of individual learning and development, identifying individual/organisational needs and objectives, different learning and development delivery methods to accommodate different learning and abilities or needs including one-to-one, paired work, small group teaching, whole group teaching.

Contexts and environments in which learning and development take place: Formal, informal, one-to-one, off the job, classroom, workplace, identifying benefits of learning and development to the learner, contribution of learning and development to achieving organisational goals.

Outcome 2: Understand the learning and development cycle

The learning and development cycle and its constituent parts: The 4 stages of the learning and development cycle (research and analyse learning and development needs, plan and prepare learning and development, facilitate and assess learner achievement, evaluate and improve learning and development), purpose of each stage.

How the learning and development cycle is used to enhance the learner experience: Programme evaluation (quantitative and qualitative information), use of verbal and written feedback from a range of appropriate sources (e.g. tutor, work based, assessor, peers, learner self-reflection, timely reviews), as a basis for improvement/target setting, action planning, objectives are Specific, Measurable, Achievable, Relevant, Time-Based (SMART).

Outcome 3: Understand the needs of learners in relation to learning and development

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Learner needs and motivations for learning and development: Motivation theory (e.g. Maslow, Herzberg, McGregor), instructional/institutional/social/cultural/personal factors affecting motivation, barriers to learning.

Adapting learning and development to meet the needs and preferences of learners: Learning preferences theory (e.g. Visual, Auditory, Kinesthetic (VAK), Honey and Mumford, Gardners’ Multiple Intelligences), different teaching and learning methods to accommodate preferences of learners’ different needs and abilities, minimising potential barriers.

Factors leading to improvement and maintenance of learner engagement and motivation: Motivation theory (e.g. Maslow, Herzberg, McGregor), lesson planning, learning preferences, written and verbal feedback, target setting differentiation, variety of teaching and learning resources and methods to encourage individual and independent learning, empowerment of the learner, negotiation, goal setting, appropriate support mechanisms, identification of and redressing poor motivation and inappropriate behaviour.

Outcome 4: Understand the roles and responsibilities of the learning and development practitioner

UV3079022

Own roles and responsibilities in relation to learning and development: Responsibilities to the organisation (e.g. legislation, regulatory requirements, code of practice, health and safety, equality and diversity, safeguarding, data protection, record keeping, boundaries of practitioner’s role, liaison with other agencies, impact of legislation on own practice), strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge).

Points of referral available to meet the need of learners: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral, signposting, learner support, limits of responsibility.

Practitioner’s role in the development of learners in the learning and development process: Identification of learning needs, variety of resources/delivery styles and methods available to meet needs, learning and development cycle, planning and negotiation goals, differentiation, reviews and feedback.

Practitioner’s role in quality improvement of learning and development: Evaluation of learning and development (e.g. Kirkpatrick, qualitative and quantitative information), use of verbal and written feedback from a range of appropriate sources (e.g. work based, assessor, learner self-reflection, practitioner), importance of continuous improvement.

Practitioner’s role in managing risks to and safeguarding learners: The concept of the safe learner including identification of hazards/risks/controls, identifying

own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures currently in place, identification of applicable work procedures, identification of prohibitions and restrictions, safeguarding (e.g. every child matters, be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), data protection, organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints and appeals, personal safety policies), impact of legislation on own practice.

Outcome 5: Understand legislative and organisational requirements in relation to learning and development

UV30790 23

Explain learner’s rights in relation to equality, diversity and inclusion: Learner’s rights in relation to legislation (e.g. data protection, disability and discrimination, human rights, equality), safeguarding, company policies and practices.

Practitioner’s and organisational responsibility for safety and security: Legislation (e.g. health and safety, data protection), organisational policies and practices (equality and diversity, bullying, harassment, complaints and appeals, personal safety policies), limits of own responsibility, monitoring and recording data.

Purpose and limits of confidentiality in relation to learners and the organisation: Data protection, safeguarding, duty of care, freedom of information, types of records generated (e.g. application form, enrolment form, individual learning plan, assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), awarding body requirements, audit trail.

Requirements for record keeping in relation to learning and development: Accuracy, legibility, organisational policy and practice, quality assurance (QA), internal verification (IV), external verification (EV), awarding body requirements, organisational, self-assessment report (SAR), regulatory and funding agencies, appeals and complaints procedures, benefits to the learner, benefits to the organisation.

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Notes Use this area for making notes and drawing diagrams

UV40791Reflect on and improve own practice in learning and development

The aim of this unit is to enable you to reflect on, evaluate and improve your learning and development practice.

UV40791_v11

GLH

Credit value

Level

Observation(s)

External paper(s)

25

6

4

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Reflect on and improve own practice in learning and development

1. Be able to reflect on own performance as a learning and development practitioner

2. Be able to improve own learning and development practice

3. Understand approaches to and processes associated with reflective practice and continuing professional development

UV40791 27

1. Teaching practice There is no requirement for you to undertake teaching practice.

2. Working environment This unit assesses occupational competence. Outcomes 1 and 2 must be observed/assessed in a work environment. Simulations, projects or assignments are not allowed for these outcomes.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence. N.B. This does not apply to outcomes that must be assessed in the work environment.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:


Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

UV4079128

Knowledge

Outcome 1

Be able to reflect on own performance as a learning and development practitioner


a. Analyse own skills, knowledge and practice as a learning and development practitioner

b. Assess how own practice promotes inclusion, equality and diversity

c. Evaluate where own skills, knowledge and practice need updating or further development


UV40791 29

Outcome 2

Be able to improve own learning and development practice


a. Prioritise areas for own development as a practitioner

b. Review and update personal action plans to improve practice based on outcomes of reflection

c. Identify learning and development opportunities to address priority actions in accordance with current legislative and organisational requirements

d. Use technologies and resources to keep own knowledge, understanding, skills and practice up-to-date

e. Review outcomes of development activities on own practice


UV4079130

Outcome 3

Understand approaches to and processes associated with reflective practice and continuing professional development


a. Evaluate approaches to reflective practice

b. Critically evaluate why learning and development practitioners must engage in reflective practice and continuing professional development

c. Analyse own values, beliefs and attitudes and their impact on practice


UV40791 31

Outcome 1: Be able to reflect on own performance as a learning and development practitioner

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

UV4079132

Own skills, knowledge and practice as a learning and development practitioner: Use of analytical tools to identify strengths, etc. (e.g. Strengths, Weaknesses, Opportunities, Threats (SWOT analysis)), use of feedback from a range of suitable sources (e.g. appraisals, learner feedback, performance reviews, observations, internal verifier (IV)/external verifier (EV) reports), impact on own practice (social, cultural and personal).

How own practice promotes inclusion, equality and diversity: Analysis of own values, beliefs and attitudes and their impact on practice, knowledge of strands of diversity (age, gender, race, religion, beliefs, disability, sexual orientation), knowledge of inclusive practice (e.g. differentiated outcomes, variety of learning and delivery methods to accommodate different learning preferences and different skills and abilities of learners, ability to adapt learning and development practice to accommodate learner needs, selection and adaptation of suitable resources, adherence to organisational policy and practice, knowledge of referral opportunities, etc.).

Methods of identifying development needs for own skills, knowledge and practice: Feedback from a range of suitable sources (e.g. learners, appraisal, performance review, observations, IV/EV reports).

Outcome 2: Be able to improve own learning and development practice

UV40791 33

Prioritise areas for own development as a practitioner: Action planning, targets are Specific, Measurable, Achievable, Relevant, Time-Based (SMART), identifying areas for development, prioritising.

Review and update personal action plans to improve practice based outcomes of reflection: Systematic reviews, feedback from a range of suitable sources (e.g. learner feedback, appraisal, performance review, observations, IV/EV reports).

Identify learning and development opportunities to address priority actions in accordance with legislation/organisational requirements: Legislation impacting on practice (e.g. health and safety, equality, data protection), organisational policy and practice impacting on practice (e.g. bullying, harassment, complaints, appeals), regulatory requirements (e.g. safeguarding), current requirement for practitioners, knowledge of relevant/appropriate development opportunities internal/external to the organisation.

Use technologies and resources to keep own knowledge, understanding, skills and practice up-to-date: Subject specialist knowledge and use of relevant technological sources of information (e.g. online publications, internet, subject specialist forums), other sources of information (e.g. trade shows, professional publications/periodicals, networking), professional updating and training.

Review outcomes of development activities on own practice: Use of feedback from suitable sources (e.g. learner feedback, appraisal, performance review, IV/EV reports), qualitative and

quantitative information (e.g. retention, achievement, progression statistics), self-reflection.

Outcome 3: Understand approaches to and processes associated with reflective practice and continuing professional development

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Approaches to reflective practice: Nature of reflective practice, different opportunities to engage in reflective practice (e.g. reflective journal, reviewing own actions actively, seeking feedback from a range of suitable sources, engaging with a mentor, Schon (reflection in action/ reflection on action)), different models to frame reflective practice (e.g. Gibbs, Atkins and Murphy, Rolfe, Johns), strengths and limitations of different opportunities, strengths and limitations of different models.

Why learning and development practitioners must engage in reflective practice and continuing professional development (CPD): Role of reflective practice in professionalism, Institute for Learning (IfL), continuous improvement cycle (identify areas for CPD, plan and design, implement, reflect), how to use outcomes of reflective practice for development.

Own values, beliefs and attitudes and their impact on practice: Positionality (identification of personal values, beliefs and attitudes and acknowledgement of what has formed them), potential impact of values, beliefs and attitudes on learning delivery (e.g. stereotyping, discrimination, making assumptions about people’s characters, lifestyles, abilities, etc., using noninclusive language, etc.), how to ensure that own practice is impartial and fair in all situations.

VTCT Level 3 Certificate in Learning and Development of... · Statement of unit achievement By...

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