Qualification Specification - Laser Awards · LASER Level 3 Award in Education and Training (QCF)...

Qualification Specification

LASER Level 3 Award in Education and Training (QCF)

Ofqual Qualification Number: LASER Level 3 Award in Education and Training (QCF)

601/0506/9

Qualification Review Date: 31

st May 2017


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OCNSER, trading as Laser Learning Awards, is a company limited by guarantee registered in England (no. 5453363) and a registered charity (no. 1114460).

Laser Learning Awards LASER supports its recognised centres to develop flexible and responsive credit based courses. This includes those that widen access to lifelong learning, and address exclusion and participation. The structure of our qualifications enables learners to be recognised for their achievement, to accumulate credit, and use this to access further qualifications and learning over time.

LASER makes sure:

quality assurance underpins all provision.

only centres that meet national standards are recognised (for course and qualification delivery and quality assurance).

LASER staff:

have a wide experience of centre, course and qualification approval.

support centres to make sure awards are valid and valued.


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Contents Page

1. About the Qualification ............................................................................ 4

2. Offering the Qualification ......................................................................... 5

2.1 Aims and Objectives ................................................................................................... 5 2.2 Target Group .............................................................................................................. 5

2.3 Entry Requirements .................................................................................................... 5 2.4 Course Design ............................................................................................................ 6 2.5 Achieving the Qualification ......................................................................................... 6 2.6 Language Requirements ............................................................................................ 6

2.7 Progression Opportunities .......................................................................................... 6

3. How the Qualification is Assessed .......................................................... 7

3.1 Overview..................................................................................................................... 7 3.2 Assessment Design .................................................................................................... 7 3.3 Record Keeping .......................................................................................................... 8

4. Special Arrangements for Learners with Particular Requirements ...... 8

5. Tutor/Assessor/Internal Quality Assurer Requirements ........................ 8

6. Quality Assurance of the Qualification ................................................... 9

6.1 Standardisation ........................................................................................................... 9

6.2 Retaining Evidence ................................................................................................... 10

Appendix 1: Ofqual Level Descriptors – Levels 3, 4 & 5 .......................... 11

Appendix 2: Summary of LASER’s Education and Training (QCF) Qualifications .............................................................................................. 13

Appendix 3: Unit List for LASER Level 3 Award in Education and Training (QCF) ............................................................................................ 14

Appendix 4: Summary of Practice Requirements by Unit ....................... 15

Appendix 5: Education and Training (QCF) as the Replacement for PTLLS, CTLLS and DTLLS (QCF) .............................................................. 16

Appendix 6: Selecting an Education and Training (QCF) Qualification .. 30


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1. About the Qualification LASER’s Level 3 Award in Education and Training (QCF) is an industry-standard qualification developed in conjunction with the Learning and Skills Improvement Service (LSIS). It provides a nationally-recognised introduction to teaching, appropriate for trainee teachers, tutors and trainers working in further, adult or community education or work-based learning. Please note that the Level 3 Award in Education and Training (QCF) is not in itself a teaching qualification per se, but offers an overview of the roles, responsibilities and relationships associated with education and training as a starting point for a career in teaching/training. This qualification replaces the Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) and the Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF), both known as ‘PTLLS’ (pronounced ‘petals’), introduced in 2007 and updated in 2011. For details of the rationale behind the change and the differences between the Education and Training qualifications and the Teaching in the Lifelong Learning Sector qualifications, including the overlap in units, please see Appendix 5. The LASER Level 3 Award in Education and Training (QCF) is 12 credits and has a recommended Guided Learning Hour (GLH) value of between 48 and 61 hours, depending on the units chosen. There is no minimum teaching practice requirement for this qualification. It can be undertaken by individuals not currently teaching or training. Also available in the ‘Education and Training’ (QCF) suite is a Certificate at Level 4 and a Diploma at Level 5. An assessment should be performed with each prospective candidate as to which of the three Education and Training (QCF) qualifications is most suitable for the candidate to embark upon. For guidance, please see Appendix 6. The suite of Education and Training (QCF) qualifications has been designed so that a trainee teacher can undertake the Level 4 Certificate or the Level 5 Diploma without having previously achieved the Level 3 Award. A short Qualification Summary outlining all three qualifications is provided in Appendix 2. To offer these qualifications through LASER, a centre must be recognised by LASER. For further information about becoming a centre or working in partnership with a recognised centre please contact us, via email [email protected] or telephone 01932 569894. Existing recognised centres must complete a Qualification Approval Form and a New Course Notification Form before delivering a qualification. Full details of all LASER requirements are provided in the LASER Centre Handbook available from the LASER website www.laser-awards.org.uk. (back to contents)

mailto:[email protected]

http://www.ocnser.org.uk/uFiles/file/Forms%20to%20Support%20take%20up%20of%20Quals/Form%20for%20Approval%20to%20Deliver%20LASER%20qualification.doc

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2. Offering the Qualification 2.1 Aims and Objectives This qualification is designed to give an introduction to the roles, responsibilities and relationships involved in education and training. It provides an opportunity for the candidate to learn about a broad range of key aspects including:

legislation, regulatory requirements and codes of practice;

equality and diversity;

meeting learner needs;

safe and supportive learning environments;

promoting appropriate behaviour;

inclusive teaching and learning;

one to one learning and development;

learning and development in groups;

providing opportunities for learners to develop their skills in English, Maths and ICT;

planning lessons and assessment;

assessment principles and practice;

helping learners to evaluate their performance;

evaluating own performance;

working with other professionals.

2.2 Target Group The qualification is aimed at new recruit or prospective trainee teachers/trainers and other education/training professionals wishing to gain an insight into teaching/training (such as those who have completed LASER’s Learning Support qualifications) (see www.laser-awards.org.uk). It is approved for individuals aged 19 years or older.

2.3 Entry Requirements There are no nationally-agreed entry requirements for this qualification, however:

o Providers will be aware that there is a minimum core of literacy, language, numeracy and ICT which details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. There is therefore a requirement to carry out an initial assessment of a trainee teacher’s personal skills in English, mathematics and ICT. Providers may wish to base this initial assessment on the requirements identified in the document, ‘Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understanding and personal skills. A guide for initial teacher education programmes’ (LLUK, 2007; updated LSIS, 2013). Where applicable, development needs should be recorded and an action plan to address them, agreed between the delivery team and the candidate.

o It is recommended that providers check that candidates hold a relevant vocational and/or academic qualification of at least the level above that of their learners and ideally a minimum Level 3 qualification in his/her own area of specialism. Aside from other considerations, without knowledge and experience in the subject they wish to teach, candidates will find it extremely challenging to produce the evidence required to achieve this qualification.

o It is essential that providers check that candidates do not have a background which will by law prevent them from working as a teacher with young people or vulnerable adults if this is the trainee’s goal.

This qualification can be undertaken by individuals not currently teaching or training, as achievement of the qualification does not require practice other than micro-teaching – unless certain units are selected. Some units, as set out in Appendix 4 Summary of Practice Requirements by Unit, require the candidate to practice and require that practice to be assessed so candidates for these units must be in a position to practice in a real work environment, in an appropriate context.


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For more information on how these units must be assessed, please see Section 3.2 Assessment Design.

2.4 Course Design Unit ‘Understanding Roles, Responsibilities and Relationships in Education and Training’ (H/505/0053, WJB409) It is advisable, but not compulsory, for providers to deliver this unit first before any others when offering the Level 3 Award or Level 4 Certificate in Education and Training (QCF). This unit is mandatory in both the Level 3 Award in Education and Training (QCF) and the Level 4 Certificate in Education and Training (QCF) and delivering it first enables candidates to switch from one qualification to the other if appropriate early on. The LASER Level 3 Award in Education and Training (QCF) is not ‘nested’ with the LASER Level 4 Certificate in Education and Training (QCF) in any other way. The LASER Level 3 Award in Education and Training (QCF) is not nested with the LASER Level 5 Diploma in Education and Training (QCF) at all.

2.5 Achieving the Qualification To achieve the LASER Level 3 Award in Education and Training (QCF), the learner must undertake a number of units of assessment and achieve a specified value of ‘credit’ by meeting the assessment criteria for those units of assessment. The ‘rules of combination’ for the qualification (i.e. the value of credit the learner must achieve, and instructions about the units of assessment they must undertake to do so) are stated below. There is only one unit in Group A. This unit is mandatory. Rules of Combination To achieve the LASER Level 3 Award in Education and Training (QCF) the learner must achieve a minimum of 12 credits. 3 credits must be taken from Unit Group A. A minimum of 6 credits must be taken from Unit Group B. A minimum of 3 credits must be taken from Unit Group C. Details of the units and the unit groupings can be found in Appendix 3. To view the unit content, click on the unit titles. (back to contents)

2.6 Language Requirements This qualification is only available in English.

2.7 Progression Opportunities Successful candidates may choose to progress on to LASER’s Level 4 Certificate in Education and Training (QCF) or LASER’s Level 5 Diploma in Education and Training (QCF). As mentioned in Section 2.4 above, individuals progressing from the Award to the Certificate would not be expected to repeat the unit ‘Understanding Roles, Responsibilities and Relationships in Education and Training’ (H/505/0053, WJB409) and their previous achievement can be carried over. There is no overlap between the units in the Award and the Diploma. Candidates could also progress on to LASER’s qualifications for Assessors and Internal Verifiers (QCF). Providers and candidates should note that the unit ‘Understanding The Principles And Practices Of Assessment’ (D/601/5313, CAN115) also appears in the LASER Level 3 Award in Understanding the Principles and Practices of Assessment (QCF), the LASER Level 3 Award in Assessing Vocationally Related Achievement (QCF), the LASER Level 3 Award in Assessing Competence in the Work Environment (QCF) and the LASER Level 3 Certificate in Assessing Vocational Achievement (QCF). Individuals progressing from the LASER Level 3 Award in


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Education and Training (QCF) to one of these qualifications would not be expected to repeat this unit and their previous achievement can be carried over. Click on the hyperlink below to the Ofqual Register of Regulated Qualifications to find out more about the Assessor and Internal Verifier qualifications, or visit the LASER website. LASER Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) LASER Level 3 Certificate in Assessing Vocational Achievement (QCF) LASER Level 3 Award in Assessing Vocationally Related Achievement (QCF) LASER Level 3 Award in Assessing Competence in the Work Environment (QCF) LASER Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) LASER Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) LASER Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)

(back to contents)

3. How the Qualification is Assessed 3.1 Overview This qualification is assessed by the centre. It is subject to LASER’s requirements for quality assurance. Please refer to LASER Assessment Guidance.

3.2 Assessment Design The qualification is assessed through a portfolio of evidence, which may be paper-based or electronic. The portfolio must comprise a series of completed tasks. The tasks must be devised by the centre, taking into account any Assessment Guidance attached to the unit* and must be mapped to the assessment criteria. Example assessment tasks can be downloaded here. All centre-devised assessment tasks must be approved by LASER. Assessment must be valid, reliable and sufficient to meet the outcome. It is important that assessments are internally verified to meet these standards before they are sent to LASER for approval. The Assessment Approval form can be accessed here. The centre must assess the candidate’s portfolio in terms of whether it provides evidence that the candidate has met each unit assessment criteria (and satisfied the practice/micro-teach requirements where relevant). When a candidate achieves a unit, their achievement can be recorded using the 'Units Achieved' form, which can also be included at the front of the candidate’s portfolio. Assessed work must be internally quality assured (See Section 6). Level Descriptors are provided in Appendix 1. It is recommended that tutors familiarise candidates with these, to ensure their work is presented at the appropriate level. *A summary of unit-level practice requirement stipulations can be found in Appendix 4. It should be noted that: If the unit ‘Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training’ (D/505/0052, WJB400) is selected, each candidate undertaking this unit must be involved in at least one hour of micro-teaching, at least 15 minutes of which must consist of the candidate delivering a micro-teaching session that is observed and assessed by a suitably qualified member of the teaching team (with the remaining minutes spent observing other candidates’ micro-teaching sessions). Alternatively, if the candidate is currently teaching/training in


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a real work environment, they may opt to have 15 minutes to one hour of their practice observed and assessed, instead of delivering a micro-teaching session (with any remaining time up to one hour spent observing the practice or micro-teaching sessions of others). If the units ‘Facilitate Learning and Development for Individuals’ (J/502/9549, WJA532) or ‘Facilitate Learning and Development in Groups’ (F/502/9548, WJA531) are selected, candidates must be assessed for certain learning outcomes practicing in an appropriate context in a real work environment. Observed practice/micro-teach sessions can be recorded using this form. Guidance on the standards that observed sessions should meet is included with the form. Observation records must be included in the candidate’s portfolio of evidence.

3.3 Record Keeping In addition to the above records, the use of a Tutor Assessment Planning Sheet is recommended, as this helps to set out the various tasks, their assessment methods and the evidence needed to be produced, in a simple plan that can be shown to the internal quality assurer and quality reviewer. It also allows the assessor to set out the options where more than one assessment method could be used for any one task. (back to contents)

4. Special Arrangements for Learners with Particular Requirements For information on special arrangements please refer to the LASER policy document ‘Access to Fair Assessment’. This gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the achievement of the assessment criteria.

5. Tutor/Assessor/Internal Quality Assurer Requirements The following requirements are laid down by LSIS. Those who assess this qualification must:

already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors);

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing

sources of evidence; and show current evidence of continuing professional development in assessment and quality assurance.

Those who observe and assess micro-teaching sessions ONLY must possess all of the following:

a teaching or training qualification, not including qualifications which provide only an introduction to teaching e.g. ‘PTLLS’, or the Level 3 Award in Education and Training (QCF)

evidence of relevant teaching experience in an education or training context

access to appropriate guidance and support

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on-going participation in related programme quality assurance processes. Those who quality assure this qualification internally must:

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following assessor qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing

sources of evidence;

hold one of the following internal quality assurance qualifications or their recognised equivalent:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or

o V1 Conduct internal quality assurance of the assessment process; or o D34 Internally verify the assessment process; and show current evidence of

continuing professional development in assessment and quality assurance. These requirements are laid down by LSIS. (back to contents)

6. Quality Assurance of the Qualification Recognised centres must have implemented the internal quality assurance arrangements detailed in the LASER Centre Handbook. The LASER appointed quality reviewer will regularly monitor compliance with these requirements. The quality reviewer will report on the progress of any agreed actions for quality improvement.

In brief, centres delivering LASER qualifications must have internal quality assurance systems to underpin the delivery of the qualification. Internal quality assurance is the process by which the centre regularly samples and evaluates its assessment practices and decisions, and acts on the findings, to ensure consistency and fairness. It involves two key processes; verification and standardisation and is done by one or more internal quality assurers. Systems do vary between centres according to their particular situation, for example practices that work in a large centre are not necessarily effective in a smaller one. However there must be:

An appropriate quality assurance system in place and;

Evidence the system is implemented effectively. The outcome of the internal quality assurance process is the recommendation of the award of credit to learners. Credit is then awarded by LASER as appropriate.

6.1 Standardisation LASER will hold regular standardisation events to make sure there is consistent application of assessment. Centres are required to contribute to LASER’s programme of standardisation and also to carry out appropriate internal standardisation.

LASER hold standardisation events on a rolling basis to make sure comparable standards are being achieved year on year and there is a consistency of delivery and assessment across centres. Quality reviewers will identify samples of learners’ work that they want to retain for standardisation purposes during quality assurance visits. Where an IQA is in place they will identify samples of learners’ work to submit to national standardisation events. Centres are required to retain records of the assessment and internal quality assurance processes to contribute to standardisation events.



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Where units are common to other awarding organisations’ qualifications, LASER will work collaboratively to make sure standardisation requirements as set out in the Qualifications and Credit Framework (QCF) and Ofqual’s General Conditions of Recognition are met. Standardisation activities also include opportunities for networking and sharing of resources, together with regular information about new or replacement units. Centres are recommended to attend these annual meetings, in addition to centre visits by Quality Reviewers.

6.2 Retaining Evidence For all qualifications, centres must retain complete and accurate records for at least three years from the end of the academic year to which they relate. These records must be made available to LASER on request. (back to contents)


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Appendix 1: Ofqual Level Descriptors – Levels 3, 4 & 5

Level Summary Knowledge and Understanding

Application and Action

Autonomy and Accountability

Level 3

Achievement at Level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.

Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Interpret and evaluate relevant information and ideas. Be aware of the nature of the area of study or work.

Have awareness of different perspectives or approaches within the area of study or work. Address problems that, while well defined, may be complex and non-routine. Identify, select and use appropriate skills, methods and procedures. Use appropriate investigation to inform actions. Review how effective these methods and actions have been.

Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others. Exercise autonomy and judgement within limited parameters.

Level 4

Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work.

Use practical, theoretical or technical understanding to address problems that are well defined but complex and non-routine. Analyse, interpret and evaluate relevant information and ideas. Be aware of the nature and approximate scope of the area of study or work Have an informed awareness of different perspectives or approaches within the area of study or work.

Address problems that are complex and non-routine while normally fairly well defined. Identify, adapt and use appropriate methods and skills. Initiate and use appropriate investigation to inform actions. Review the effectiveness and appropriateness of methods, actions and results

Take responsibility for courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad but generally well-defined parameters


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Level Summary Knowledge and

Understanding Application and

action Autonomy and Accountability

Level 5

Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them.

Use practical, theoretical or technological understanding to find ways forward in broadly defined, complex contexts Analyse, interpret and evaluate relevant information, concepts and ideas Be aware of the nature and scope of the area of study or work Understand different perspectives, approaches or schools of thought and the reasoning behind them

Address broadly-defined, complex problems Determine, adapt and use appropriate methods and skills Use relevant research or development to inform actions Evaluate actions, methods and results.

Take responsibility for planning and developing courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad parameters

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Appendix 2: Summary of LASER’s Education and Training (QCF) Qualifications

Ofqual Qualification Numbers: LASER Level 3 Award in Education and Training (QCF) 601/0506/9 LASER Level 4 Certificate in Education and Training (QCF) 601/0517/3 LASER Level 5 Diploma in Education and Training (QCF) 601/0518/5

Laser Learning Awards is a credit-based awarding organisation, regulated by Ofqual: the regulator of qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland.

Purpose and aim of qualifications

Award – offers an overview of the roles, responsibilities and relationships associated with education and training as a starting point for a career in teaching/training. Certificate – confirms occupational competence in teaching; ideal for practitioners seeking a practical teaching qualification. Diploma – confirms occupational competence in teaching; ideal for practitioners seeking a practical teaching qualification but also want to study in depth underpinning theories, frameworks and research.

Who is it for? Those with an interest in teaching/training aged 19 years or older.

Entry requirement No national entry requirements but providers should refer to the LASER Qualification Specifications for guidance.

Rules of combination

Award – To achieve the LASER Level 3 Award in Education and Training (QCF) the learner must achieve a minimum of 12 credits. 3 credits must be taken from Unit Group A. A minimum of 6 credits must be taken from Unit Group B. A minimum of 3 credits must be taken from Unit Group C. Certificate – To achieve the LASER Level 4 Certificate in Education and Training (QCF) the learner must achieve a minimum of 36 credits. 21 credits must be taken from Unit Group A. A minimum of 15 credits must be taken from Unit Group B. Overall a minimum of 21 credits must be at Level 4 or above. Diploma – To achieve the LASER Level 5 Diploma in Education and Training (QCF) the learner must achieve a minimum of 120 credits. 75 credits must be taken from Unit Group A. A minimum of 45 credits must be taken from Unit Group B. Overall a minimum of 61 credits must be at Level 5.

Units Please follow the link to the unit lists and click on the unit titles.

Assessment

The qualifications are achieved by providing evidence covering the learning outcomes and assessment criteria of each unit, and by satisfying requirements for practice and observed practice. Details of assessment methods are contained within each unit. There is no external assessment: evidence is assessed and internally verified by the provider, and verified externally by LASER.

Cost Level 3 Award: £45.00 per learner Level 4 Certificate: £100.00 per learner Level 5 Diploma: £150.00 per learner

Dates Operational start date: 1

st September 2013

Review date: 31st May 2017

To deliver Providers must be a recognised centre. Click here to find details of recognition procedures. Recognised centres should contact their Business Development Manager/Advisor to discuss delivery. Click here to find contact details.

(Back to contents)


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Appendix 3: Unit List for LASER Level 3 Award in Education and Training (QCF)

LASER Level 3 Award in Education and Training (QCF) Qualification Number: 601/0506/9

Rules of Combination: To achieve the LASER Level 3 Award in Education and Training (QCF) the learner must achieve a minimum of 12 credits. 3 credits must be taken from Unit Group A. A minimum of 6 credits must be taken from Unit Group B. A minimum of 3 credits must be taken from Unit Group C.

Ofqual Unit Code

LASER Unit Code

Unit Title Unit

Description

Unit Credit Value

Unit Level

H/505/0053 WJB409 Understanding Roles, Responsibilities And Relationships In Education And Training

Unit Group A 3 Level 3

D/505/0052 WJB400

Understanding And Using Inclusive Teaching And Learning Approaches In Education And Training

Unit Group B 6 Level 3

J/502/9549 WJA532 Facilitate Learning And Development For Individuals


F/502/9548 WJA531 Facilitate Learning And Development In Groups


R/505/0050 WJB401 Understanding Assessment In Education And Training

Unit Group C 3 Level 3

D/601/5313 CAN115 Understanding The Principles And Practices Of Assessment

Unit Group C 3 Level 3

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Appendix 4: Summary of Practice Requirements by Unit

Ofqual Unit Code

LASER Unit Code

Unit Title

Practice Requirement

Observation and Assessment of Practice Requirement

Details

H/505/0053 WJB409

Understanding Roles, Responsibilities And Relationships In Education And Training

No No No practical teaching element.

D/505/0052 WJB400

Understanding And Using Inclusive Teaching And Learning Approaches In Education And Training

Yes Yes Micro-teach permitted.


Yes Yes Practice must be in real work environment for certain learning outcomes.


Yes Yes Practice must be in real work environment for certain learning outcomes.

R/505/0050 WJB401 Understanding Assessment In Education And Training





















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Appendix 5: Education and Training (QCF) as the Replacement for PTLLS, CTLLS and DTLLS (QCF) What follows below is an excerpt from the LSIS (April 2013) guidance document, ‘Teaching

and Training Qualifications for the Further Education and Skills Sector in England: Guidance

for initial teacher education providers’.

The 2013 qualifications

Policy context and background

During 2012, there were significant policy changes that had implications for the training and

development of teachers in the further education and skills sector. This guidance aims to support

teacher education and teacher training providers to both understand and respond to these

developments.

In 2012, an independent review panel (chaired by Lord Lingfield) was established by government to

consider the existing arrangements for regulating and facilitating the professionalism of the further

education and skills workforce. One of the key recommendations made by independent review

panel, which ministers immediately accepted, was to take forward a review to simplify and re-name

the further education and skills teaching qualifications. In July 2012, LSIS was asked to undertake

this review of the qualifications working closely with the sector through a representative project

steering group.

At the same time, the Department for Business, Innovation and Skills (BIS) launched a consultation

on the revocation of the further education and skills workforce regulations. Following the

consultation, amended workforce regulations were introduced in September 2012 that removed the

existing 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. The new regulations signalled a change in approach to workforce

professionalism, moving from one that was dependent on government regulation to one where the

sector is empowered to decide the best way to maintain and raise standards.

Until September 2013, anybody in existing employment or newly employed in the sector must

comply with the amended workforce regulations relating to existing teaching qualifications.

Thereafter, it is anticipated that all the workforce regulations will be revoked and that it will be up to

employers to decide what is appropriate for their own staff and organisation. Employers will need to

have internal policies in place to specify the qualifications 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 their staff including those delivering English

(literacy and/or ESOL), mathematics (numeracy) and provision for disabled learners.

Notwithstanding these changes to the regulations for the further education and skills workforce, the

central importance of high-quality initial teacher education and CPD is recognised in the wider policy

context.

A report from the Commission on Adult Vocational Teaching and Learning (CAVTL) notes that:


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“Vocational teaching, learning and assessment is a sophisticated professional occupation and

demands, therefore, robust initial and continuous development of expertise”.

Source: It’s about work…Excellent adult vocational teaching and learning (CAVTL, 2013)

The same report also emphasises the importance of dual professionalism:

“The best vocational teachers and learners have dual identities, as occupational specialists and

pedagogical experts”.

Source: It’s about work. Excellent adult vocational teaching and learning (CAVTL, 2013)

Employers will continue to need professionally trained staff who have a sense of, and are able to

practise, dual professionalism. Both their vocational knowledge and understanding of pedagogy will

be vital to supporting learners.

The design and implementation of the new teaching qualifications need to respond to the

opportunities and challenges presented by changes to further education and skills workforce

regulation, to the recommendations from CAVTL and to longstanding issues affecting the quality of

initial teacher education.

Key changes to the qualifications

As part of the review of qualifications, LSIS gathered feedback from the sector on proposed

changes to the qualifications in October/November 2012. A findings report summarising the

feedback and explaining how the development of the new qualifications would be taken forward was

published in January 2013, Further Education and Skills in England: New Qualifications for

Teachers and Trainers: Phase Two – Findings Report (LSIS, 2013).

Although there was overall support for changes to the qualifications, there was no desire for whole-

scale change, particularly as new qualifications had only just been introduced by some ITE

providers following the LLUK review in 2011. Therefore, the changes to the qualifications in the

Qualifications and Credit Framework (QCF) described below are deliberately ‘evolutionary’ rather

than ‘revolutionary’.

Generic qualifications

The titles of the qualifications have changed. All titles end with “in Education and Training.

A single qualification – an Award, a Certificate and a Diploma – has been introduced at each

level of simply the qualification framework. The qualifications are no longer ‘nested’ within

each other (for example, the Level 3 Award or Level 4 Certificate is not included as part of

the Level 5 Diploma).

The qualifications are of increasing size, with increasing practice requirements.

The suite of qualifications has been designed so that a trainee teacher can undertake the

Level 5 Diploma in Education and Training without having previously achieved one of the

qualifications at a lower level. Alternatively, an individual may choose to progress from the

Level 3 Award in Education and Training to a Level 4 Certificate in Education and Training

and then to the Level 5 qualification, or from a Level 3 Award in Education and Training

directly to the Level 5 qualification.


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Specialist qualifications

There are three types of specialist qualification at Level 5 for those teaching, or aspiring to

teach, disabled learners, English (literacy), English (ESOL), English (literacy and ESOL) and

mathematics (numeracy):

- Qualifications including a specialist pathway:

These are diploma qualification of 120 credits where part of the qualification and practice

is taken in the context of one of the specialist areas.

- Integrated qualifications:

These are diploma qualifications of 120 credits where all of the qualification and practice

is taken in the context of one of the specialist areas.

- Standalone qualifications:

These are diploma qualifications of 45 credits where all of the qualification and practice is

taken in the context of one of the specialist areas.

The titles for the specialist diploma qualifications of 120 credits have also changed to end

with ‘In Education and Training’. The smaller, diploma qualifications of 45 credits have

different titles to make it easier to differentiate between them.

The qualifications differ in terms of size, level, length of time to complete, practice requirements and

content. By comparing these key features, employers and individuals can determine the most

appropriate qualification for their staff or for themselves.

Other changes

In the new qualifications, greater emphasis has been given to the teaching practice

component, including observed and assessed practice, reflecting the emphasis on quality of

teaching in the Common inspection framework for further education and skills 2012 (Ofsted,

2012) and the Initial teacher education inspection handbook (Ofsted, 2012).

Apart from the Level 3 Award in Education and Training, all qualifications require trainee

teachers to have part of their teaching practice observed and assessed. Observations

should be appropriately spaced throughout the whole programme and take into account a

trainee teacher’s progress. Achievement of observations that have met the required

standard of practice is a requirement for the award of the QCF units that require practice.

Awarding organisations and higher education institutions are expected to provide guidance

to enable ITE providers to make a judgement about whether a trainee teacher has met the

required standard of practice in an observation. LSIS recommends that awarding

organisations and higher education institutions refer to the Handbook for the inspection of

Further Education and Skills (Ofsted, 2012) – Part 2, Section B: Quality of Teaching,

Learning and Assessment to inform the development of their guidance.

Clearer guidance has been given on the appropriate qualifications and experience required

of ITE staff delivering and assessing the new qualifications.


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It is not generally acceptable for a teacher educator to have only a Level 3 training

qualification if they are delivering and/or assessing ITE qualifications. Teacher educators

delivering Level 5 qualifications must have a teaching qualification equivalent to Level 5 in

the QCF themselves and, if teaching on the specialist qualifications, a specialist qualification

and experience.

What has not changed

The Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning

Sector (LLUK, 2006) were outside the scope of the review. These standards will continue to

underpin practice in the sector alongside the new teaching qualifications. In addition, the

application guides for the professional standards have not been revised.

The minimum core of literacy, language, numeracy and ICT details the knowledge,

understanding and personal skills in English, mathematics and ICT expected of all teachers

in the sector. This guidance has not been revised.

The proposal for awarding bodies to develop a Level 7 continuing professional development

qualification in the QCF was not widely supported. Provision at this level is already available

within higher education institutions.

There is no expectation that trainee teachers who are part way through a qualification should move

to the new qualifications, and there is no requirement, for staff already holding teaching

qualifications to ‘requalify’ by taking one of the new qualifications.


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A comparison of the 2007, 2011 and 2013 qualifications Generic qualifications

Cre

dit v

alu

e

Guid

ed le

arn

ing h

ours

Hours

of pra

ctice

Num

ber

of

assessed

observ

atio

ns o

f pra

ctice

Assessm

ent

of

litera

cy a

nd

num

era

cy s

kill

s o

n e

ntr

y

Covera

ge o

f m

inim

um

core

Notes

Level 3 Award in Education and Training 2013

12

48

0

0

Yes

None

Minimum microteaching requirement. Learning and Development units require additional practice if chosen.

Level 3 and Level 4 PTLLS 2011

12

48

0

0

Yes

None

Minimum microteaching requirement. Learning and Development units require additional practice if chosen

Level 3 and Level 4 PTLLS 2007

6

30

0

0

Yes

None

Minimum microteaching requirement.

Generic qualifications

Cre

dit v

alu

e

Guid

ed le

arn

ing h

ours

Hours

of pra

ctice

Num

ber

of

assessed

observ

atio

ns o

f pra

ctice

Assessm

ent

of

litera

cy a

nd

num

era

cy s

kill

s o

n e

ntr

y

Covera

ge o

f m

inim

um

core

Notes

Level 4 Certificate in Education and Training 2013

36

140

30

3

Yes

Part

Level 3 and Level 4 CTLLS 2011

36

160

30

3

Yes

Part

Level 3 and Level 4 CTLLS 2007

24

120

30

3

Yes

Part

Level 5 Diploma in Education and Training 2013

120

360

100

8

Yes

Full

Level 5 DTTLS 2011

120

360

100

8

Yes

Full

Level 5 DTTLS 2007

120

360

150

8

Yes

Full


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Cross-Referencing of PTLLS Units This information is provided by LASER as a guide only and providers must also do their own cross-referencing/mapping where they are transferring over their teaching and learning from PTLLS to Education and Training. LASER offers a free support service to assist providers with this. Please contact us for details. Preparing to Teach in Lifelong Learning (PTLLS) Unit (Level 3 and Level 4)

Ofqual Unit Code

LASER Unit Code

Unit Title

In L3 Award in Education and Training (QCF)?

In L4 Certificate in Education and Training (QCF)?

In L5 Diploma in Education and Training (QCF)?


Yes No No


Yes No No

A/502/9550 WJA537 Manage Learning And Development In Groups

No Yes Yes

Y/503/1239 WJA533 Principles Of Assessment In Lifelong Learning

No, but overlap with Understanding Assessment In Education And Training (R/505/0050, WJB401)

No No

R/503/1241 WJA538 Principles Of Assessment In Lifelong Learning

No No No

M/503/1229 WJA528 Roles, Responsibilities And Relationships In Lifelong Learning

No, but overlap with Understanding Roles, Responsibilities and Relationships in Education and Training (H/505/0053 WJB409)


No


No No No

T/503/1233 WJA529 Understanding Inclusive Learning And Teaching In Lifelong Learning

No, but overlap with Understanding And Using Inclusive Teaching And Learning Approaches In Education And Training (D/505/0052, WJB400)

No No

F/503/1235 WJA535 Understanding Inclusive Learning And Teaching In Lifelong Learning

No No, but overlap with Inclusive Practice (L/503/5384, WJA560)

No, but overlap with Inclusive Practice (L/503/5384, WJA560)


Yes No No

Y/503/1242 WJA530 Using Inclusive Learning And Teaching Approaches In Lifelong Learning


No No

R/503/1238 WJA536 Using Inclusive Learning And Teaching Approaches In Lifelong Learning




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Cross-Referencing of CTLLS Units This information is provided by LASER as a guide only and providers must also do their own cross-referencing/mapping where they are transferring over their teaching and learning from CTLLS to Education and Training. LASER offers a free support service to assist providers with this. Please contact us for details. Certificate in Teaching in Lifelong Learning (CTLLS) Unit (Level 3 and Level 4)

Ofqual Unit Code

LASER Unit Code

Unit Title




H/601/5314 CAN116 Assess Occupational Competence In The Work Environment

No Yes No

F/601/5319 CAN117 Assess Vocational Skills, Knowledge And Understanding

No Yes No

D/503/4904 WJA541 Assessing Learners In Lifelong Learning No No No

H/503/4905 WJA542 Assessing Learners In Lifelong Learning No No No

K/503/5473 WJA550 Assessment And Support For The Recognition Of Prior Learning Through The Accreditation Of Learning Outcomes

No No, but overlap with Assessment And Support For The Recognition Of Prior Learning Through The Accreditation Of Learning Outcomes (F/505/0187, WJB408)

No

M/503/4907 WJA539 Delivering Lifelong Learning No No No

T/503/4908 WJA540 Delivering Lifelong Learning No No, but overlap with Delivering Education And Training (M/505/0122, WJB418)

No

A/502/9547 WJA549 Develop And Prepare Resources For Learning And Development

No Yes Yes

M/502/9545 WJA553 Develop Learning And Development Programmes

No Yes Yes

H/503/5391 WJA555 Developing, Using And Organising Resources Within The Lifelong Learning Sector

No No, but overlap with Developing, Using and Organising Resources in a Specialist Area (H/505/1090, WJB410)

No, but overlap with Developing, Using and Organising Resources in a Specialist Area (H/505/1090, WJB410)

D/503/5390 WJA554 Developing, Using And Organising Resources Within The Lifelong Learning Sector

No No No

Y/503/5310 WJA556 Effective Partnership Working In The Learning And Teaching Context

No Yes Yes

F/502/9551 WJA557 Engage Learners In The Learning And Development Process

No Yes No

Y/502/9555 WJA558 Engage With Employers To Develop And Support Learning Provision

No Yes No

D/502/9556 WJA559 Engage With Employers To Facilitate Workforce Development

No Yes Yes

R/503/5788 WJA572 Equality And Diversity No No No

Y/503/5789 WJA573 Equality And Diversity No Yes Yes

L/503/5790 WJA574 Evaluating Learning Programmes No No, but overlap No, but overlap


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with Evaluating Learning Programmes (K/505/1091, WJB435)

with Evaluating Learning Programmes (K/505/1091, WJB435)


Yes No No


Yes No No

K/502/9544 WJA546 Identify Individual Learning And Development Needs

No Yes No

H/502/9543 WJA575 Identify The Learning Needs Of Organisations

No Yes Yes

L/503/5384 WJA560 Inclusive Practice No Yes Yes

A/601/5321 CAN119 Internally Assure The Quality Of Assessment

No Yes Yes


No Yes Yes

T/503/4911 WJA545 Planning To Meet The Needs Of Learners

No No No

A/503/4912 WJA544 Planning To Meet The Needs Of Learners

No No No

A/503/5509 WJA562 Preparing For The Coaching Role No No No

M/503/5510 WJA563 Preparing For The Coaching Role No No, but overlap with Preparing For The Coaching Role (J/505/0188, WJB412)

No, but overlap with Preparing For The Coaching Role (J/505/0188, WJB412)

T/503/5511 WJA564 Preparing For The Mentoring Role No No No

A/503/5512 WJA565 Preparing For The Mentoring Role No No, but overlap with Preparing For The Mentoring Role (L/505/0189, WJB436)

No, but overlap with Preparing For The Mentoring Role (L/505/0189, WJB436)



No No


No No No

R/502/9554 WJA579 Provide Information And Advice To Learners And Employers

No No No

Y/503/5792 WJA576 Quality Procedures Within The Lifelong Learning Sector

No No No

R/503/5791 WJA577 Quality Procedures Within The Lifelong Learning Sector

No No No




No


No No No

Y/503/5372 WJA566 Teaching In A Specialist Area No No, but overlap with Teaching In A Specialist Area (J/505/1096, WJB413)

No, but overlap with Teaching In A Specialist Area (J/505/1096, WJB413)

M/503/5507 WJA551 The Coaching And Mentoring Roles No No No

T/503/5508 WJA552 The Coaching And Mentoring Roles No No No

A/503/5378 WJA561 The Lifelong Learning Sector No No No


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J/503/5383 WJA567 Tutoring And Course Leadership In The Lifelong Learning Sector

No No No

H/503/5469 WJA569 Understanding And Managing Behaviours In A Learning Environment

No No, but overlap with Understanding And Managing Behaviours In A Learning Environment (Y/505/1099, WJB424)

No, but overlap with Understanding And Managing Behaviours In A Learning Environment (Y/505/1099, WJB424)

L/503/5465 WJA568 Understanding And Managing Behaviours In A Learning Environment

No No No



No No





Yes No No

F/601/5322 CAN120 Understanding The Principles And Practices Of Externally Assuring The Quality Of Assessment

No Yes Yes

T/601/5320 CAN118 Understanding The Principles And Practices Of Internally Assuring The Quality Of Assessment

No Yes Yes



No No




Y/503/4917 WJA548 Using Resources For Lifelong Learning No No No

D/503/4918 WJA547 Using Resources For Lifelong Learning No No No

K/503/5814 WJA578 Using Study Skills Approaches And Techniques To Enhance The Learning Of Others

No No No

R/503/5385 WJA570 Working With Individual Learners No No No

H/503/5388 WJA571 Working With Individuals And Small Groups In A Learning Environment

No No No

J/503/7215 WJA580 Working With The 14-16 Age Range In The Learning Environment

No No, but overlap with Working With The 14-19 Age Range In Education And Training (D/505/1105, WJB405)

No

L/503/7216 WJA597 Working With The 14-19 Age Range In The Learning Environment

No No No


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Cross-Referencing of DTLLS Units This information is provided by LASER as a guide only and providers must also do their own cross-referencing/mapping where they are transferring over their teaching and learning from DTLLS to Education and Training. LASER offers a free support service to assist providers with this. Please contact us for details. Diploma in Teaching in Lifelong Learning (DTLLS) Unit (Level 5)

Ofqual Unit Code

LASER Unit Code

Unit Title




F/503/5785 WJA600 Action Learning For Teaching In A Specialist Area Of Disability

No No, but overlap with Action Learning For Teaching In A Specialist Area Of Disability (J/505/0756, WJB430)

No, but overlap with Action Learning For Teaching In A Specialist Area Of Disability (J/505/0756, WJB430)

M/503/5376 WJA599 Action Learning To Support Development Of Subject Specific Pedagogy

No Yes Yes

T/503/5380 WJA601 Action Research No Yes Yes

F/503/4944 WJA587 Applying Theories And Principles For Planning And Enabling Inclusive Learning And Teaching

No No No

Y/503/4920 WJA598 Applying Theories And Principles For Planning And Enabling Learning

No No No, but overlap with Theories, Principles And Models In Education And Training (A/505/0818, WJB426)

H/601/5314 CAN116 Assess Occupational Competence In The Work Environment

No Yes No

F/601/5319 CAN117 Assess Vocational Skills, Knowledge And Understanding

No Yes No

H/503/4905 WJA542 Assessing Learners In Lifelong Learning No No No

D/503/4904 WJA541 Assessing Learners In Lifelong Learning No No No

K/503/5473 WJA550 Assessment And Support For The Recognition Of Prior Learning Through The Accreditation Of Learning Outcomes

No No, but overlap with Assessment And Support For The Recognition Of Prior Learning Through The Accreditation Of Learning Outcomes (F/505/0187, WJB408)

No

D/503/4921 WJA582 Continuing Personal And Professional Development

No No No

K/503/4923 WJA583 Curriculum Development For Inclusive Practice

No No No

T/503/4908 WJA540 Delivering Lifelong Learning No No, but overlap with Delivering Education And Training (M/505/0122, WJB418)

No

M/503/4907 WJA539 Delivering Lifelong Learning No No No

A/502/9547 WJA549 Develop And Prepare Resources For Learning And Development

No Yes Yes


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M/502/9545 WJA553 Develop Learning And Development Programmes

No Yes Yes

H/503/5391 WJA555 Developing, Using And Organising Resources Within The Lifelong Learning Sector

No No, but overlap with Developing, Using and Organising Resources in a Specialist Area (H/505/1090, WJB410)

No, but overlap with Developing, Using and Organising Resources in a Specialist Area (H/505/1090, WJB410)

D/503/5390 WJA554 Developing, Using And Organising Resources Within The Lifelong Learning Sector

No No No

D/503/5311 WJA602 Effective Partnership Working In The Learning And Teaching Context

No No No

Y/503/5310 WJA556 Effective Partnership Working In The Learning And Teaching Context

No Yes Yes

A/503/4926 WJA585 Enabling Learning Through Assessment No No No

T/503/4925* WJA586 Enabling Learning Through Assessment No No No

F/502/9551 WJA557 Engage Learners In The Learning And Development Process

No Yes No

Y/502/9555 WJA558 Engage With Employers To Develop And Support Learning Provision

No Yes Yes

D/502/9556 WJA559 Engage With Employers To Facilitate Workforce Development

No Yes Yes

Y/503/5789 WJA573 Equality And Diversity No Yes Yes

R/503/5788 WJA572 Equality And Diversity No No No

A/503/5011 WJA603 ESOL And The Learners No No No, but overlap with ESOL And The Learners (F/505/0786, WJB427)

J/503/5013 WJA604 ESOL Theories And Frameworks No No No, but overlap with ESOL Theories And Frameworks (A/505/0785, WJB425)

L/503/5790 WJA574 Evaluating Learning Programmes No No, but overlap with Evaluating Learning Programmes (K/505/1091, WJB435)

No, but overlap with Evaluating Learning Programmes (K/505/1091, WJB435)


Yes No No


Yes No No

K/502/9544 WJA546 Identify Individual Learning And Development Needs

No Yes No

H/502/9543 WJA575 Identify The Learning Needs Of Organisations

No Yes Yes

L/503/5014 WJA588 Improving Numeracy Knowledge, Understanding And Practice

No No No, but overlap with Numeracy Knowledge And Understanding (H/505/0764, WJB428)

L/503/5787 WJA589 Inclusive Learning And Teaching For Disabled Learners

No No No

Y/503/5386 WJA590 Inclusive Practice No No No

L/503/5384 WJA560 Inclusive Practice No Yes Yes

A/601/5321 CAN119 Internally Assure The Quality Of Assessment

No Yes Yes

D/503/5017 WJA592 Literacy And The Learners No No No, but overlap with Literacy And The Learners


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(L/505/0774, WJB437)

D/503/5020 WJA593 Literacy Theories And Frameworks No No No, but overlap with Literacy Theories And Frameworks (J/505/0773, WJB431)

H/503/5018 WJA594 Literacy, ESOL And The Learners No No No, but overlap with Literacy, ESOL And The Learners (Y/505/0776, WJB441)


No Yes Yes

H/503/5021 WJA595 Numeracy And The Learners No No No, but overlap with Numeracy And The Learners (K/505/0765, WJB434)

A/503/4912 WJA544 Planning To Meet The Needs Of Learners

No No No

T/503/4911 WJA545 Planning To Meet The Needs Of Learners

No No No

M/503/5510 WJA563 Preparing For The Coaching Role No No, but overlap with Preparing For The Coaching Role (J/505/0188, WJB412)

No, but overlap with Preparing For The Coaching Role (J/505/0188, WJB412)

A/503/5509 WJA562 Preparing For The Coaching Role No No No

A/503/5512 WJA565 Preparing For The Mentoring Role No No, but overlap with Preparing For The Mentoring Role (L/505/0189, WJB436)

No, but overlap with Preparing For The Mentoring Role (L/505/0189, WJB436)

T/503/5511 WJA564 Preparing For The Mentoring Role No No No


No No No



No No

R/502/9554 WJA579 Provide Information And Advice To Learners And Employers

No No No

R/503/5791 WJA577 Quality Procedures Within The Lifelong Learning Sector

No No No

Y/503/5792 WJA576 Quality Procedures Within The Lifelong Learning Sector

No No No


No No No




No

Y/503/5372 WJA566 Teaching In A Specialist Area No No, but overlap with Teaching In A Specialist Area (J/505/1096, WJB413)

No, but overlap with Teaching In A Specialist Area (J/505/1096, WJB413)

T/503/5508 WJA552 The Coaching And Mentoring Roles No No No

M/503/5507 WJA551 The Coaching And Mentoring Roles No No No



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J/503/5383 WJA567 Tutoring And Course Leadership In The Lifelong Learning Sector

No No No

L/503/5465 WJA568 Understanding And Managing Behaviours In A Learning Environment

No No No

H/503/5469 WJA569 Understanding And Managing Behaviours In A Learning Environment

No No, but overlap with Understanding And Managing Behaviours In A Learning Environment (Y/505/1099, WJB424)

No, but overlap with Understanding And Managing Behaviours In A Learning Environment (Y/505/1099, WJB424)






No No


Yes No No

F/601/5322 CAN120 Understanding The Principles And Practices Of Externally Assuring The Quality Of Assessment

No Yes Yes

T/601/5320 CAN118 Understanding The Principles And Practices Of Internally Assuring The Quality Of Assessment

No Yes Yes

J/503/5786 WJA596 Understanding Theories And Frameworks For Teaching Disabled Learners

No No No, but overlap with Understanding Theories And Frameworks For Teaching Disabled Learners (Y/505/0759, WJB440)






No No

D/503/4918 WJA547 Using Resources For Lifelong Learning No No No

Y/503/4917 WJA548 Using Resources For Lifelong Learning No No No

K/503/5814 WJA578 Using Study Skills Approaches And Techniques To Enhance The Learning Of Others

No No No

J/503/4928 WJA584 Wider Professional Practice No No No, but overlap with Wider Professional Practice And Development In Education And Training (J/505/0837,


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WJB433)

R/503/5385 WJA570 Working With Individual Learners No No No

H/503/5388 WJA571 Working With Individuals And Small Groups In A Learning Environment

No No No

J/503/7215 WJA580 Working With The 14-16 Age Range In The Learning Environment

No No, but overlap with Working With The 14-19 Age Range In Education And Training (D/505/1105, WJB405)

No

L/503/7216 WJA597 Working With The 14-19 Age Range In The Learning Environment

No No No


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Appendix 6: Selecting an Education and Training (QCF) Qualification What follows below is an excerpt from the LSIS (March 2013) guidance document, ‘Teaching

and Training Qualifications for the Further Education and Skills Sector in England: Guidance

for employers and practitioners’.

The qualifications differ in terms of size, level, length of time to complete, practice requirements and

content. By comparing these key features, employers and individuals can determine the most

appropriate qualification for their staff or themselves.

Level 3 Award in Education and Training – 12 credits

12 credits

No minimum teaching practice requirement but a minimum microteaching requirement

This introductory, knowledge-based teaching qualification has no minimum practice requirement. Therefore, it may be undertaken by individuals who are not in a teaching role. However, there is a minimum requirement to take part in microteaching. To be awarded the Level 3 Award in Education and Training, a total of 12 credits must be achieved.

The qualification covers:

understanding roles, responsibilities and relationships in education and training;

understanding and using inclusive teaching and learning approaches in education; and

understanding assessment in education and training.

The qualification is suitable for individuals who:

are not in a teaching role, or who have just started a teaching role;

want a short qualification;

have the potential to study at this level, which has the same level of demand as that of study

for A-levels;

want a qualification without a minimum teaching practice requirement;

may have already achieved some Learning and Development units that can be carried

forward into this teaching qualification.


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Level 4 Certificate in Education and Training – 36 credits

21 mandatory 15 optional credits credits

Minimum requirement of 30 hours teaching practice 3 assessed observations of teaching

This qualification develops practical teaching skills and, through the optional units, prepares teachers to work in a wide range of contexts. To be awarded the Level 4 Certificate in Education and Training, a total of 36 credits must be achieved. There is a requirement for a minimum of 30 hours of practice.

The mandatory units cover:

understanding roles, responsibilities and relationships in education and training;

planning to meet the needs of learners;

delivering teaching or training;

assessing learners; and

using resources in education and training.

The optional units offer a wide range of activities from coaching and mentoring to engaging

employers.

This qualification is suitable for individuals who:

want a qualification which focuses on practical teaching;

want a wide choice of optional units to reflect the context in which they teach;

are currently teaching and want to have their experience and practice accredited;

are not currently teaching but can meet the minimum teaching practice requirement of 30

hours;

are able to undertake a qualification of medium size;

have the potential to study at this level, which has the same level of demand as the first year

of an undergraduate degree;

are willing to undertake an initial assessment of their skills in English, mathematics and ICT,

record their development needs and follow an action plan to address them where necessary.


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Level 5 Diploma in Education and Training – 120 credits

75 mandatory 45 optional credits credits

Minimum required of 100 hours teaching practice 8 assessed observations of teaching

This qualification provides training for those individuals who aspire to, or hold, a teaching role with an extensive range of teaching or training responsibilities, including those in more than one context. To be awarded the Level 5 Diploma in Education and Training, a total of 120 credits must be achieved. There is a requirement for a minimum of 100 hours of practice.

The mandatory units cover:

planning, delivering and evaluating inclusive teaching and learning;

assessing learning in education and training;

understanding theories, principles and models in education and training; and

understanding professionalism and the influence of professional values in education

and training.

The optional units offer a wide range of options including action research, understanding and

managing behaviours in a learning environment, literacy or numeracy theories and frameworks, and

engaging with employers.

This qualification is suitable for individuals who:

want the opportunity to explore underpinning theories, frameworks and research into

effective teaching and learning alongside developing practical teaching skills;

are currently teaching and want to have their experience and practice accredited;

are not currently teaching but can meet the minimum teaching practice requirement of 100

hours;

are able to undertake a large qualifications, lasting one to two years;

have the potential to study at this level, which has the same level of demand as that of a

degree course;

want a wide choice of optional units to reflect he context in which they teach;

want a qualification recognised as equivalent to the Certificate of Education qualifications in

the FHEQ;

are willing to undertake an initial assessment of their skills in English, mathematics and ICT,

record their development needs and follow an action plan to address them where necessary.

Can evidence Level 3 skills in English or mathematics if they are taking any of the specialist

units in teaching English (literacy and/or ESOL) or mathematics (numeracy).


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Pen portraits

Level 3 Award in Education and Training

Sunil worked as a health-care professional for 15 years before joining the team of a small independent training provider, AOTC, based in

Leeds as an assessor. Within the first year of joining the company, Sunil achieved his A1 (Assessor Award) and now works with a case

load of approximately 35 learners employed by care providers in the Leeds area who are working towards the Level 2 Diploma in Health

and Social Care.

Although primarily a provider of work-based learning and assessment services, AOTC has recently diversified into classroom-based

provision offering courses in social care to the unemployed. Sunil was asked to take on responsibility for delivering the workshops in

Infection Control, which involved working at the company’s training centre one day a week. Although he was keen to broaden h is role,

Sunil was not sure that he wanted to move away entirely from work-based assessment so agreed to take on the new responsibility on a

six-month trial basis during which time AOTC agreed to put him through the Level 3 Award in Education and Training.

Level 4 Certificate in Education and Training

On graduating from university with a BA in French, John secured a position as a trainee accountant with Price Water House Cooper

(PWHC). For the next three years, he worked as an auditor while studying to become a member of the Institute of Chartered Accountancy

in England and Wales (CAEW). The ICAEW course was delivered on a block-release basis by an independent training provider

specialising in accountancy at their training centre in Newcastle.

During this time John realised that he was not cut out for a long-term career in accountancy so, when he qualified and the training

provider offered him a job as an Accountancy Trainer, he leapt at the opportunity.

After a two-day induction, John quickly settled into his new role, learning on the job. He developed his teaching skills by picking up tips

from the colleagues he worked with and by attending some internal CPD workshops organised by his new employer.

Now that he has been in post for three years, John feels that it would be beneficial if he achieved some kind of formal teaching

qualification. This would open up opportunities for him to progress within the organisation he currently works for or perhaps advance his

career with other further education providers in the UK or overseas. However, he is reluctant to take on too large a qualification. He

knows from his experience of working towards his ICAEW qualifications how hard combining a full-time job with study can be. He has a

young family at home so is unable to commit very much time to working towards a qualification.

John discusses the options available to him with his line manager who is keen to ensure that everyone in the organisation’s training team

has up-to-date teaching qualifications. He decides to enrol on a course leading to the Level 4 Certificate in Education and Training as it

requires less of a study commitment than the Level 5 Diploma. With its focus on practical teaching, John hopes that the course will help

develop the teaching skills highlighted as areas for improvement at his last performance review (such as classroom management skills),

whilst offering the opportunity to have his experience and practice accredited. Once his children are older and are more self-sufficient,

and depending on his job role at the time, John will consider progressing on to the Level 5 Diploma in Education and Training.

Level 5 Diploma in Education and Training

After completing a degree in cell biology, Balvir took a post as a research scientist in a pharmaceutical company. She worked there for

ten years before maternity leave.

During her maternity leave. Balvir met mothers who were teachers and, through discussions with them, became attracted to teaching.

Following advice, she applied for a post teaching biology in her local college. The person specification that accompanied the application

pack stated that possession of a teaching qualification was desirable, as was industrial experience.

At interview, the college managers were impressed by Balvir’s communication skills, interpersonal skills and, especially, her industrial

experience. They offered her the post with one caveat; the college had a policy that its entire teaching staff must hold, or gain, a

recognised teaching qualification. Balvir was happy to agree to this and accepted the post.

Following a one-week induction, Balvir’s teaching timetable was arranged so that she could attend the part-time Level 5 Diploma in

Education and Training run by the college, in partnership with a local university. She found the combination of following the Diploma and

teaching was an excellent way for her to develop both her understanding of theories, principles and models of learning, and her teaching

skills. After two years, Balvir gained the Level 5 Diploma in Education and Training.


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Qualification Specification - Laser Awards · LASER Level 3 Award in Education and Training (QCF)...

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