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6302

6302 Preparing to Teach in the Life Long Learning (PTLLS)

September 2011 Version 1.0

UNIT HANDBOOK

Qualification at a glance

Title and level

City & Guilds

Accreditation

number

number

Level 3 Preparing to Teach in the Lifelong Learning Sector

6302-03

600/2565/7 600/2564/5

Level 4 Preparing to Teach in the Lifelong Learning Sector

6302-04

Contents

Units

Unit 001

Unit 001

Unit 002

Unit 002

Unit 003

Unit 003

Unit 004

Unit 004

Unit 005

Unit 005

Unit 006

006

Unit 007

Unit 007

Unit 008

Unit 008

Unit 009

Unit 009

Unit 010

Structure 5

Level Descriptors 9

10

Roles, responsibilities and relationships in lifelong learning 11

Roles, responsibilities and relationships in lifelong learning

Error! Bookmark not defined.

Understanding inclusive learning and teaching in lifelong learning 13

Understanding inclusive learning and teaching in lifelong learning Error! Bookmark not defined.

Using inclusive learning and teaching approaches in lifelong learning 15

Using inclusive learning and teaching approaches in lifelong learning Error! Bookmark not defined.

Facilitate learning and development in groups 17

Facilitate learning and development in groups Error! Bookmark not defined.

Facilitate learning and development for individuals20

Facilitate learning and development for individuals Error! Bookmark not defined.

Understanding the principles and practices of assessment 23

Understanding the principles and practices of assessment Error! Bookmark not defined.

Principles of assessment in lifelong learning 26

Principles of assessment in lifelong learning Error! Bookmark not defined.

Roles, responsibilities and relationships in lifelong learning 28

Roles, responsibilities and relationships in lifelong learning Error! Bookmark not defined.

Understanding inclusive learning and teaching in lifelong learning 30

Understanding inclusive learning and teaching in lifelong learning Error! Bookmark not defined.

Using inclusive learning and teaching approaches in lifelong learning 32

Unit 010 Using inclusive learning and teaching approaches in lifelong learning Error! Bookmark not defined.

Unit 011 Manage learning and development in groups 34

Unit 011 Manage learning and development in groups Error! Bookmark not defined.

Unit 012 Principles of assessment in lifelong learning 37

Unit 012 Principles of assessment in lifelong learning Error! Bookmark not defined.

Structure To achieve the Level 3 Award in Preparing to Teach in the Lifelong

Learning Sector learners must achieve a minimum of 12 credits:

Three credits from 001 Six credits from 002-005 and Three credits from 006-007.

Level 3 Preparing to Teach in the Lifelong Learning Sector

Unit accreditatio n number

Mandatory

A/503/1229

Optional

T/503/1233

City & Guilds unit number

001

002

Unit title

Level 3 Roles, responsibilities and relationships in lifelong learning

Level 3 Understanding inclusive learning and teaching in lifelong learning

Credit value

3

3

Y/503/1242

003

Level 3 Using

3

inclusive learning and

teaching approaches

in lifelong learning

Level 3 Facilitate

F/502/9548

004

6

learning and

development in

groups

J/502/9549

005

Level 3 Facilitate

6

learning and

development for

individuals

D/601/5313

006

Level 3

3

Understanding the

principles and

practices of

assessment

Y/503/1239

007

Level 3 Principles of

3

assessment in

lifelong learning

Level 3 Award in Preparing to Teach in the Lifelong Learning Sector

To achieve the Level 4 Award In Preparing to Teach in the Lifelong Learning Sector learners must achieve a total of 12 credits:

Three credits from 001 or 008 Six credits from (002 or 009) and (003 or 010) or Six credits from 011 and Three credits from 006, 007, 012.

N.B. a learner must have a minimum of 9 credits at level 4 in order to achieve a level 4 award.

Level 4 Preparing to Teach in the Lifelong Learning Sector

Unit accreditation number

City & Unit title Credit Guilds value unit number

Mandatory

A/503/1229

Optional

T/503/1233

Y/503/1242

F/502/9548 J/502/9549

D/601/5313

Y/503/1239 M/503/1232

001 Level 3 Roles, 3 responsibilities and

relationships in lifelong learning

002 Level 3 Understanding 3 inclusive learning and

teaching in lifelong learning

003 Level 3 Using inclusive 3 learning and teaching

approaches in lifelong learning

004 Level 3 Facilitate 6 learning and

development in groups

005 Level 3 Facilitate 6 learning and

development for individuals

006 Level 3 Understanding 3 the principles and

practices of assessment

007 Level 3 Principles of 3 assessment in lifelong

learning

008 Level 4 Roles, 3 responsibilities and

F/503/1235

R/503/1238

A/502/9550 R/503/1241

relationships in lifelong learning

009 Level 4 Understanding 3 inclusive learning and

teaching in lifelong learning

010 Level 4 Using inclusive 3 learning and teaching

approaches in lifelong learning

011 Level 4 Manage 6 learning and

development in groups

012 Level 4 Principles of 3 assessment in lifelong

learning

Level 4 Award in Preparing to Teach in the Lifelong Learning Sector

Level Descriptors

The descriptors provided below should be applied to knowledge evidence by learners, tutors, assessors and quality assurance.

Level 3 learning would include:

1. Knowledge of relevant principles, and where appropriate theories, that apply in this field.

2. Evidence of appropriate reading relating to principles, theories and practice.

3. Consideration of how professional values impact on working in this area.

4. Evidence of a reflective approach.

Level 4 learning would include:

1. The relationship between theory/principles and practice in the context of their role/future role.

2. A planned approach to reading and research.

3. Evidencing a coherent view of the role.

4. A style of presentation which involves adequate referencing to essential sources.

5. Reflection on own practice grounded upon reading.

Units

Availability of units

The following units can also be obtained from the following section of this handbook. They are also on The Register of Regulated Qualifications: http://register.ofqual.gov.uk/Unit

Structure of units

These units each have the following: • City & Guilds reference number • unit accreditation number • title

• level

• credit value

• unit aim

• relationship to NOS, other qualifications and frameworks

• endorsement by a sector or other appropriate body

• information on assessment

• learning outcomes which are comprised of a number of assessment criteria

• notes for guidance. Glossary of words used in the units

The following key words and terms are used in the units.

Term Definition

Equality

Diversity

Points of referral

Inclusive

Safeguard

Micro- teaching

Ensuring the rights of learners to participate no matter what their characteristics. Defined in part by legislation.

Valuing the differences and characteristics of individuals

Individuals and organisations that provide information and support for learners e.g. about funding, or opportunities to access learning

Avoiding and overcoming barriers to participation for all learners

Protecting young people and vulnerable adults from abuse or neglect, and ensuring that learning environments support their well-being

A simulated teaching session in which PTLLS learners deliver learning to members of the PTLLS course.

Unit 001

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Roles, responsibilities and relationships in lifelong learning

A/503/1229

Level 3

3

12

This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

Learning outcome

The learner will: 1. Understand own role and responsibilities in lifelong learning

Assessment criteria

The learner can:

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.2 Explain own responsibilities for promoting equality and valuing diversity

1.3 Explain own role and responsibilities in lifelong learning

1.4 Explain own role and responsibilities in identifying and meeting the needs of learners

Learning outcome

The learner will:

2. Understand the relationships between teachers and other professionals in lifelong learning

Assessment criteria

The learner can:

2.1 Explain the boundaries between the teaching role and other professional roles

2.2 Describe points of referral to meet the needs of learners 2.3 Summarise own responsibilities in relation to other professionals

Learning outcome

The learner will:

3. Understand own responsibility for maintaining a safe and supportive learning environment

Assessment criteria

The learner can: 3.1 Explain own responsibilities in maintaining a safe and supportive learning environment 3.2 Explain ways to promote appropriate behaviour and respect for others

Unit 002

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Understanding inclusive learning and teaching in lifelong learning

T/503/1233

Level 3

3

12

This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.

Learning outcome

The learner will: 1. Understand learning and teaching strategies in lifelong learning

Assessment criteria

The learner can: 1.1 Summarise learning and teaching strategies used in own specialism

1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners

1.3 Describe aspects of inclusive learning

Learning outcome

The learner will:

2. Understand how to create inclusive learning and teaching in lifelong learning

Assessment criteria

The learner can:

2.1 Explain how to select inclusive learning and teaching techniques

2.2 Explain how to select resources that meet the needs of learners

2.3 Explain how to create assessment opportunities that meet the needs of learners

2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

Learning outcome

The learner will: 3. Understand ways to create a motivating learning environment

Assessment criteria

The learner can:

3.1 Explain ways to engage and motivate learners in an inclusive learning environment

3.2 Summarise ways to establish ground rules with learners to promote respect for others 3.3 Explain ways to give constructive feedback that motivates learners

Unit 003

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Using inclusive learning and teaching approaches in lifelong learning

Y/503/1242

Level 3

3

12

This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector.

This unit is endorsed by The Learning and

Skills Improvement Service (LSIS).

The Session Plan form provided in Appendix 3 should be used with this unit.

The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.

Learning outcome

The learner will: 1. Be able to plan inclusive learning and teaching sessions

Assessment criteria

The learner can:

1.1 Plan a session for learning and teaching that meets the needs of learners

1.2 Justify the selection of approaches to meet the needs of learners 1.3 Plan assessment methods to meet the needs of learners

Learning outcome

The learner will: 2. Be able to deliver learning and teaching sessions

Assessment criteria

The learner can: 2.1 Apply learning and teaching approaches to meet the needs of learners

2.2 Use resources to meet the needs of learners

2.3 Communicate with learners to meet their needs and aid their understanding

Learning outcome

The learner will:

3. Be able to evaluate own practice in delivering inclusive learning and teaching

Assessment criteria

The learner can:

3.1 Reflect on own approaches to delivering inclusive learning and teaching

3.2 Identify areas for improvement in own practice

Unit 004

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Facilitate learning and development in groups

F/502/9548

Level 3

6

25

This unit is linked to Learning and Development National Occupational Standards Standard 6: Manage learning and development in groups

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

Learning outcomes 2, 3 & 4 in this unit require performance evidence of the candidate working with real learners in a genuine organisational context.

When assessing Learning Outcomes 2, 3 & 4 assessment methods must include:

•Observation of performance in a work environment

•Examining products of work

Supplementary evidence may be gathered by: •Questioning

•Discussion •Use of others (witness testimony) •Looking at practitioner statements

The aim of this unit is to assess a learning and development practitioner understanding of group dynamics and facilitating learning and development in groups. They are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations or experiential learning. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role.

Learning outcome

The learner will:

1. Understand principles and practices of learning and development in groups

Assessment criteria

The learner can: 1.1 Explain purposes of group learning and development 1.2 Explain why delivery of learning and development must reflect group

dynamics

1.3 Evaluate methods for facilitating learning and development to meet the needs of groups

1.4 Explain how to manage risks and safeguard individuals when facilitating learning and development in groups

1.5 Explain how to overcome barriers to learning in groups 1.6 Explain how to monitor individual learner progress within group learning and development activities

1.7 Explain how to adapt delivery based on feedback from learners in groups

Learning outcome

The learner will: 2. Be able to facilitate learning and development in groups

Assessment criteria

The learner can: 2.1 Clarify facilitation methods with group members to meet group and

individual learning objectives 2.2 Implement learning and development activities to meet learning objectives

2.3 Manage risks to group and individual learning and development

Learning outcome

The learner will:

3. Be able to assist groups to apply new knowledge and skills in practical contexts

Assessment criteria

The learner can: 3.1 Develop opportunities for individuals to apply new knowledge and skills in practical contexts 3.2 Provide feedback to improve the application of learning.

Learning outcome

The learner will:

4. Be able to assist learners to reflect on their learning and development undertaken in groups

Assessment criteria

The learner can:

4.1

4.2

Support self-evaluation by learners Review individual responses to learning and development in groups Assist learners to identify their future learning and development

4.3 needs

Unit 005

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Facilitate learning and development for individuals

J/502/9549

Level 3

6

25

This unit is linked to Learning and Development National Occupational Standards Standard 7: Facilitate individuals’ learning and development

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

Learning outcomes 2, 3 & 4 in this unit require performance evidence of the candidate working with real learners in a genuine organisational context.

When assessing Learning Outcomes 2, 3 & 4 assessment methods must include:

•Observation of performance in a work environment

•Examining products of work

Supplementary evidence may be gathered by: •Questioning

•Discussion •Use of others (witness testimony) •Looking at practitioner statements

The aim of this unit is to assess a learning and development practitioner understanding of how to facilitate learning and development for individuals. This could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role.

Learning outcome

The learner will:

1. Understand principles and practices of one to one learning and development

Assessment criteria

The learner can: 1.1 Explain purposes of one to one learning and development

1.2 Explain factors to be considered when facilitating learning and development to meet individual needs

1.3 Evaluate methods for facilitating learning and development to meet the needs of individuals

1.4 Explain how to manage risks and safeguard individuals when facilitating one to one learning and development

1.5 Explain how to overcome individual barriers to learning 1.6 Explain how to monitor individual learner progress 1.7 Explain how to adapt delivery to meet individual learner needs

Learning outcome

The learner will: 2. Be able to facilitate one to one learning and development

Assessment criteria

The learner can:

2.1 Clarify facilitation methods with individuals to meet their learning and/or development objectives

2.2 Implement activities to meet learning and/or development objectives

2.3 Manage risks and safeguard learners participating in one to one learning and/or development

Learning outcome

The learner will:

3. Be able assist individual learners in applying new knowledge and skills in practical contexts

Assessment criteria

The learner can:

3.1 and

3.2

Develop opportunities for individuals to apply their new knowledge learning in practical contexts

Explain benefits to individuals of applying new knowledge and skills

Learning outcome

The learner will:

4. Be able to assist individual learners in reflecting on their learning and/or development

Assessment criteria

The learner can: 4.1 Explain benefits of self evaluation to individuals

4.2 Review individual responses to one to one learning and/or development

4.3 Assist individual learners to identify their future learning and/or development needs

Unit 006

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Understanding the principles and practices of assessment

D/601/5313

Level 3

3

24

This unit is linked to Learning and Development National Occupational Standards Standard 9: Assess learner achievement

This unit is endorsed by The Learning and Skills Improvement Service (LSIS) All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding.

If assessed as a single unit this unit could be assessed by:

•written statements or answers •oral statements or answers •discussions between the candidate and

their assessor •assignments •projects

N.B Assessment requirements for this unit are described in detail in the 6317 qualification handbook – these requirements must be met.

The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.

‘Practitioner’ means anyone with a learning and development responsibility as the whole or a part of their role.

Learning outcome

The learner will: 1. Understand the principles and requirements of assessment

Assessment criteria

The learner can: 1.1 Explain the function of assessment in learning and development

1.2 Define the key concepts and principles of assessment

1.3 Explain the responsibilities of the assessor

1.4 Identify the regulations and requirements relevant to the assessment in own area of practice

Learning outcome

The learner will: 2. Understand different types of assessment method

Assessment criteria

The learner can:

2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

Learning outcome

The learner will: 3. Understand how to plan assessment

Assessment criteria

The learner can: 3.1 Summarise key factors to consider when planning assessment

3.2 Evaluate the benefits of using a holistic approach to assessment

3.3 Explain how to plan a holistic approach to assessment

3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility

3.5 Explain how to minimise risks through the planning process

Learning outcome

The learner will: 4. Understand how to involve learners and others in assessment

Assessment criteria

The learner can:

4.1 Explain the importance of involving the learner and others in the assessment process

4.2 Summarise types of information that should be made available to learners and others involved in the assessment process

4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning

4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners

Learning outcome

The learner will: 5. Understand how to make assessment decision

Assessment criteria

The learner can: 5.1 Explain how to judge whether evidence is:

• sufficient • authentic • current

5.2 Explain how to ensure that assessment decisions are:

• made against specified criteria • valid • reliable • fair

Learning outcome

The learner will: 6. Understand quality assurance of the assessment process

Assessment criteria

The learner can:

6.1 Evaluate the importance of quality assurance in the assessment process

6.2 Summarise quality assurance and standardisation procedures in own area of practice

6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

Learning outcome

The learner will: 7. Understand how to manage information relating to assessment

Assessment criteria

The learner can:

7.1 Explain the importance of following procedures for the management of information relating to assessment

7.2 Explain how feedback and questioning contribute to the assessment process

Learning outcome

The learner will:

8. Understand the legal and good practice requirements in relation to assessment

Assessment criteria

The learner can:

8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

8.2 Explain the contribution that technology can make to the assessment process

8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment

8.4 Explain the value of reflective practice and continuing professional development in the assessment process

Unit 007

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Principles of assessment in lifelong learning

Y/503/1239

Level 3

3

12

This unit is linked to This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand, in accordance with regulations permitting qualification of teachers at level 3, types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.

Learning outcome

The learner will: 1. Understand types and methods of assessment used in lifelong learning

Assessment criteria

The learner can:

1.1 1.2 1.3

Explain the types of assessment used in lifelong learning Explain the use of methods of assessment in lifelong learning

Compare the strengths and limitations of assessment methods to meet individual learner needs

Learning outcome

The learner will: 2. Understand ways to involve learners in the assessment process

Assessment criteria

The learner can:

2.1 Explain ways to involve the learner in the assessment process

2.2 Explain the role of peer and self-assessment in the assessment process

Learning outcome

The learner will:

3. Understand requirements for keeping records of assessment in lifelong learning

Assessment criteria

The learner can:

3.1 Explain the need for keeping records of assessment of learning

3.2 Summarise the requirements for keeping records of assessment in an organisation

Unit 008

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Roles, responsibilities and relationships in lifelong learning

M/503/1232

Level 4

3

12

This unit is linked to This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

Learning outcome

The learner will: 1. Understand own role and responsibilities in lifelong learning

Assessment criteria

The learner can: 1.1 Summarise key aspects of legislation, regulatory requirements and

codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and valuing

diversity

1.3 Evaluate own role and responsibilities in lifelong learning

1.4 Review own role and responsibilities in identifying and meeting the needs of learners

Learning outcome

The learner will:

2. Understand the relationships between teachers and other professionals in lifelong learning

Assessment criteria

The learner can:

2.1

2.2 2.3

Analyse the boundaries between the teaching role and other professional roles Review points of referral to meet the needs of learners Evaluate own responsibilities in relation to other professionals

Learning outcome

The learner will:

3. Understand own responsibility for maintaining a safe and supportive learning environment

Assessment criteria

The learner can:

3.1 Explain how to establish and maintain a safe and supportive learning environment

3.2 Explain how to promote appropriate behaviour and respect for others

Unit 009

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Understanding inclusive learning and teaching in lifelong learning

F/503/1235

Level 4

3

12

This unit is linked to This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.

Learning outcome

The learner will: 1. Understand learning and teaching strategies in lifelong learning

Assessment criteria

The learner can:

1.1 1.2

1.3

Analyse learning and teaching strategies used in own specialism

Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners Evaluate aspects of inclusive learning

Learning outcome

The learner will:

2. Understand how to create inclusive learning and teaching in lifelong learning

The learner can: 2.1 Analyse inclusive approaches to learning and teaching 2.2 Analyse how to select resources to meet the needs of learners 2.3 Explain how to create assessment opportunities that meet the needs

of learners

2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

Learning outcome

The learner will: 3. Understand how to create a motivating learning environment

Assessment criteria

The learner can:

3.1 Explain how to engage and motivate learners in an inclusive learning environment

3.2 Explain how to establish ground rules with learners to promote respect for others

3.3 Review ways to give constructive feedback to motivate learners

Unit 010

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Using inclusive learning and teaching approaches in lifelong learning

R/503/1238

Level 4

3

12

This unit is linked to This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS).

The Session Plan form provided in Appendix 3 should be used with this unit.

The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.

Learning outcome

The learner will: 1. Be able to plan inclusive learning and teaching sessions

Assessment criteria

The learner can: 1.1 Plan a session for learning and teaching that meets the needs of

learners 1.2 Justify the selection of approaches to meet the needs of learners

Learning outcome

The learner will: 2. Be able to deliver inclusive learning and teaching sessions

Assessment criteria

The learner can: 2.1 Demonstrate inclusive learning and teaching approaches to engage

an motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive

learning and teaching

2.3 Use assessment methods to support learning and teaching

2.4 Communicate with learners to meet their needs and aid their understanding

2.5 Provide constructive feedback to learners

Learning outcome

The learner will:

3. Be able to evaluate own practice in delivering inclusive learning and teaching

Assessment criteria

The learner can:

3.1 Review own approaches to delivering inclusive learning and teaching

3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners

Unit 011

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Manage learning and development in groups

A/502/9550

Level 4

6

30

This unit is linked to Learning and Development National Occupational Standards Standard 6: Manage learning and development in groups

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

Learning Outcome 1 must be assessed using methods appropriate to the assessment of knowledge and understanding.

Learning outcomes 2, 3 & 4 in this unit require performance evidence of the candidate working with real learners in a genuine organisational context.

The assessment of Learning Outcomes 2, 3 & 4 must include:

•Observation of performance in a work environment

•Examining products of work

Supplementary evidence may be gathered by: •Questioning

•Discussion •Use of others (witness testimony) •Looking at practitioner statements

The aim of this unit is to assess a learning and development practitioner management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example, motivational strategies, behaviour management, provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve learners within groups in the learning and development process.

Learning outcome

The learner will:

1. Understand the principles and practices of managing learning and development in groups

Assessment criteria

The learner can:

1.1 Analyse the characteristics of group environments that foster learning and development

1.2 Evaluate strategies to manage group behaviour and dynamics

1.3 Evaluate management techniques which facilitate the delivery of learning and development in groups

1.4 Analyse ways to involve learners in the management of their own learning and development in groups

1.5 Analyse risks to be considered when managing learning and development in groups

1.6 Explain how to manage barriers to individual learning in groups

Learning outcome

The learner will: 2. Be able to manage group learning and development environments

Assessment criteria

The learner can:

2.1 Facilitate communication, collaboration and learning between group members

2.2 Use motivational methods to engage the group and its individual members in the learning and development process

2.3 Consult with group members to adapt their learning and development environments to improve their learning outcomes

2.4 Manage the risks associated with group learning and development

Learning outcome

The learner will:

3. Be able to apply methodologies to manage learning and development in groups

Assessment criteria

The learner can: 3.1 Involve learners in agreeing group learning and development

objectives 3.2 Adapt and implement delivery methods, activities and resources to

meet the learning and development objectives of the group 3.3 Manage group learning strategies and delivery methods to reflect

changing requirements

3.4 Provide individual advice to learners to assist their decision-making about future learning needs

Learning outcome

The learner will:

4. Be able to manage learning and development in groups to comply with legal and organisational requirements

The learner can: 4.1 Support learner’s rights in relation to equality, diversity and inclusion 4.2 Minimise risks to safety, health, wellbeing and security of learners 4.3 Manage confidentiality in relation to learners and the organisation

4.4 Maintain learning and development records in accordance with organisational procedures

Unit 012

UAN:

Level:

Credit value:

GLH:

Relationship to NOS:

Assessment requirements specified by a sector or regulatory body:

Aim:

Principles of assessment in lifelong learning

R/503/1241

Level 4

3

12

This unit is linked to This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

This unit is endorsed by The Learning and Skills Improvement Service (LSIS)

The purpose of the unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.

Learning outcome

The learner will:

1. Understand how types and methods of assessment are used in lifelong learning

Assessment criteria

The learner can:

1.1 1.2 1.3

Analyse how types of assessment are used in lifelong learning Analyse how assessment methods are used in lifelong learning

Evaluate strengths and limitations of assessment methods to meet individual learner needs

Learning outcome

The learner will: 2. Understand how to involve learners in the assessment process

Assessment criteria

The learner can: 2.1 Evaluate how to involve the learner in the assessment process 2.2 Analyse the role of peer and self-assessment in the assessment

process

Learning outcome

The learner will:

3. Understand requirements for keeping records of assessment in lifelong learning

Assessment criteria

The learner can: 3.1 Explain the need to keep records of assessment of learning 3.2 Summarise requirements for keeping records of assessment in an

organisation

City & Guilds

Believe you can

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About City & Guilds

As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.

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