Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate...

116
Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Transcript of Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate...

Page 1: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF)

Specification

First teaching January 2014

Page 2: 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.

Pearson: helping people progress, everywhere.

Pearson aspires to be the world's leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We've been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at www.pearson.com/uk.

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

Page 3: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 4: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 5: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

1

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.

Page 6: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

2

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.

Page 7: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

3

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.

Page 8: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

4

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

Page 9: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

5

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.

Page 10: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

6

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.

Page 11: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

7

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.

Page 12: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

8

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.

Page 13: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

9

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.

Page 14: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

10

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

Page 15: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

11

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.

Page 16: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

12

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.

Page 17: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

13

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.

Page 18: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

14

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

Page 19: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

15

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).

Page 20: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

16

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.

Page 21: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

17

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.

Page 22: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

18

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.

Page 23: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

19

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.

Page 24: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

20

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.

Page 25: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

21

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.

Page 26: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

22

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.

Page 27: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 28: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 29: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 30: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 31: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 32: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 33: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 34: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 35: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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)

Page 36: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 37: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 38: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 39: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 40: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 41: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 42: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 43: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 44: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 45: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 46: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 47: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 48: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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)

Page 49: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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).

Page 50: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

46

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

Page 51: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

)

Page 52: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 53: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 54: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 55: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 56: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 57: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 58: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

54

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.

Page 59: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

.

Page 60: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 61: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 62: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 63: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 64: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

60

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

Page 65: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 66: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 67: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 68: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 69: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 70: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 71: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 72: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 73: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 74: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 75: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 76: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 77: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 78: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 79: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 80: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 81: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 82: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 83: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 84: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 85: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 86: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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)

Page 87: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

83

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.

Page 88: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 89: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 90: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 91: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 92: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 93: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

89

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.

Page 94: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

Pearson BTEC Level 4 Certificate in Education and Training (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

90

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.

Page 95: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 96: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 97: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 98: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 99: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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.

Page 100: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 101: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 102: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 103: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 104: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 105: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 106: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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:

Page 107: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 108: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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:

Page 109: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 110: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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:

Page 111: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 112: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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:

Page 113: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 114: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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:

Page 115: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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

Page 116: Pearson BTEC Level 4 Certificate in Education and Training ... · Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014

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