Specification. Edexcel Professional and Specialist qualifications

Transcription

1 Specification Edexcel Professional and Specialist qualifications Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) First teaching October 2011

2 Edexcel, a Pearson company, is the UK s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Martin Stretton Prepared by Jane Boehm Publications Code BA All the material in this publication is copyright Pearson Education Limited 2011

3 Edexcel Professional and Specialist qualification titles covered by this specification Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) These qualifications have been accredited to the Qualifications and Credit Framework (QCF) and are eligible for public funding as determined by the Department for Education (DfE) under Section 96 of the Learning and Skills Act The qualification titles listed above feature in the funding lists published annually by the DfE and the regularly updated website The QCF Qualification Number (QN) should be used by centres when they wish to seek public funding for their learners. Each unit within a qualification will also have a QCF unit code. The QCF qualification and unit codes will appear on learners final certification documentation. The QNs for the qualifications in this publication are: Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 600/2774/5 600/2771/X These qualification titles will appear on learners certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. These qualifications are accredited by Ofqual as being Stand Alone.

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5 Welcome to the Edexcel Level 3 and 4 qualifications in Preparing to Teach in the Lifelong Learning Sector We are delighted to introduce our new qualifications available for teaching from October These qualifications have been revised and conform to the requirements of the new QCF (Qualifications and Credit Framework). Focusing on the Edexcel Level 3 and 4 qualifications in Preparing to Teach in the Lifelong Learning Sector Preparing to Teach in the Lifelong Learning Sector (12 credits) (PTLLS) qualifications are the result of a review of teaching qualifications by the Learning and Skills Improvement Service (LSIS). The new PTLLS is now valued at 12 credits. The previous PTLLS, valued at six credits, has been deemed equivalent. Therefore, learners can take this previous PTLLS unit into the Certificate to Teach in the Lifelong Learning Sector (CTLLS) or the Diploma in Teaching in the Lifelong Learning Sector will be credited with the same 12 credits. The level 3 and 4 Preparing to Teach qualifications offer an introduction to teaching. They prepare learners for teaching in a wide range of contexts. Learners should choose a level of study appropriate for themselves. This choice may be influenced by plans for progression to other teaching qualifications such as CTLLS or DTLLS. The PTLLS qualifications will provide sufficient evidence that an individual has acquired the necessary skills and knowledge to enable them to teach beyond an initial year in the further education sector, after which they should progress to either the CTLLS or DTLLS, depending on teaching role. Straightforward to implement, teach and assess Implementing Edexcel qualifications could not be easier. They are designed to fit easily into your curriculum and can be studied independently or alongside existing qualifications, to suit the interests and aspirations of learners. The clarity of assessment makes learner attainment simpler. Engaging for everyone Learners of all abilities flourish when they can apply their own knowledge, skills and enthusiasm to a subject. Edexcel qualifications make the link between theoretical learning and the world of work explicit by giving learners the opportunity to apply their research, skills and knowledge to work-related contexts and case studies. These applied and practical approaches give all learners the impetus they need to achieve and the skills they require for workplace or education progression. Recognition Edexcel qualifications are understood and recognised by a large number of organisations in a wide range of sectors. Our qualifications are developed with key industry representatives and Sector Skills Councils (SSC) to ensure that they meet employer and learner needs in this case the Learning and Skills Improvement Service, who have taken over the standards setting function of the former Lifelong Learning UK SSC.

6 All you need to get started To help you off to a flying start, we have developed an enhanced specification that gives you all the information you need to start teaching Edexcel qualifications. This includes: a framework of equivalencies, so you can see how this qualification compares with other Edexcel vocational qualifications information on rules of combination, structures and quality assurance, so you can deliver the qualification with confidence explanations of the content s relationship with the learning outcomes guidance on assessment, and what the learner must produce to achieve the unit. Don t forget that we are always here to offer curriculum and qualification updates, local training and network opportunities, advice, guidance and support.

7 Contents What are Edexcel Level 3 Specialist and Level 4 Professional qualifications? 1 Edexcel Level 3 and 4 Awards 2 Key features of the Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) 2 Professional standards 2 Rules of combination 3 Rules of combination for the Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) 3 Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 4 Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 5 Assessment 7 Quality assurance of centres 8 Approval 8 Quality Assurance Guidance 9 Programme design and delivery 10 Mode of delivery 10 Resources 10 Delivery approach 11 Access and recruitment 11 Restrictions on learner entry 11 Access arrangements and special considerations 11 Recognition of Prior Learning 12

8 Unit format 13 Unit title 13 Unit code or reference number 13 QCF level 13 Unit type 13 Credit value 13 Guided learning hours 13 Unit aim or summary 13 Unit introduction or summary 14 Learning outcomes 14 Assessment criteria 14 Unit content 14 Guidance for tutors (not competency units) 15 Units 17 Unit 1: Roles, Responsibilities and Relationships in Lifelong Learning 19 Unit 2: Understanding Inclusive Learning and Teaching in Lifelong Learning 27 Unit 3: Principles of Assessment in Lifelong Learning 35 Unit 4: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 43 Unit 5: Roles, Responsibilities and Relationships in Lifelong Learning 51 Unit 6: Understanding Inclusive Learning and Teaching in Lifelong Learning 63 Unit 7: Principles of Assessment in Lifelong Learning 75 Unit 8: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 83 Unit 9: Facilitate Learning and Development in Groups 91 Unit 10: Facilitate Learning and Development for Individuals 97 Unit 11: Understanding the Principles and Practices of Assessment 103 Unit 12: Manage Learning and Development in Groups 111

9 Further information 117 Useful publications 117 Professional development and training 118 Annexe A 119 The Edexcel/BTEC qualification framework for the teaching and learning sector 119 Annexe B 123 Wider curriculum mapping 123 Annexe C 125 Preparing to Teach in the Lifelong Learning Sector mapping 125 Annexe D 129 Unit mapping overview 129 Annexe E 131 Glossary of accreditation terminology 131 Annexe F 133 Annexe G 147 Annexe H 151

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11 What are Edexcel Level 3 Specialist and Level 4 Professional qualifications? Edexcel Specialist qualifications (at entry level to level 3) and Professional qualifications (at levels 4 to 8) are qualifications in the Qualifications and Credit Framework (QCF) and are designed to provide professional work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently, they provide a course of study for full-time or part-time learners in schools, colleges and training centres. Edexcel Specialist and Professional qualifications provide much of the underpinning knowledge and understanding for the National Occupational Standards (NOS) and professional standards for the sector, where these are appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). On successful completion of an Edexcel Specialist or Professional qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area. The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes. There are three sizes of qualification in the QCF: Award (1 to 12 credits) Certificate (13 to 36 credits) Diploma (37 credits and above). Every unit and qualification in the framework has a credit value. The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. The credit value of a unit is based on: one credit for those learning outcomes achievable in 10 hours of learning learning time defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place. 1

12 Edexcel Level 3 and 4 Awards Edexcel Level 3 and 4 Awards provide an introduction to the skills, qualities and knowledge required for employment in a particular vocational sector. Key features of the Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) The Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) have been developed to give learners the opportunity to: teach in the further education sector, and, if required, work towards either the Certificate or Diploma in Teaching in the Lifelong Learning Sector carry the credits from the qualification into the Certificate or Diploma in Teaching in the Lifelong Learning Sector allows flexibility for unit transfer and delivery engage in learning that is relevant to them and which will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for working life achieve a nationally recognised level 3 and level 4 vocationally-related qualification progress to employment in a particular vocational sector progress to related vocational qualifications. Professional standards Where relevant, Edexcel qualifications are designed to provide some of the underpinning knowledge and understanding for the professional standards for the sector, developing practical skills in preparation for work. Each unit in the specification has been designed to reflect links to elements of the professional standards. The Edexcel Level 3 and 4 Awards in Preparing to Teaching in the Lifelong Learning Sector (QCF) relate to: New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. 2

13 Rules of combination The rules of combination specify the credits that need to be achieved, through the completion of particular units, for the qualification to be awarded. All accredited qualifications within the QCF have rules of combination. Rules of combination for the Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) When combining units for an Edexcel Level 3 or 4 Award in Preparing to Teach in the Lifelong Leaning Sector (QCF), it is the centre s responsibility to ensure that the following rules of combination are adhered to. Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF): 1 Qualification credit value: a minimum of 12 credits. 2 Minimum credit to be achieved at, or above, the level of the qualification: 12 credits. 3 All credits must be achieved from the units listed in this specification. Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF): 1 Qualification credit value: a minimum of 12 credits. 2 Minimum credit to be achieved at, or above, the level of the qualification: 9 credits. 3 All credits must be achieved from the units listed in this specification. Please note that specific units can be imported from the competence based specification Edexcel Level 3 and Level 4 Awards and Certificates in Learning and Development. These units are: Level 3 Facilitate learning and development for individuals Facilitate learning and development in groups Understanding the principles and practices of assessment Level 4 Manage learning and development in groups For further details about these units, please refer to the specification which can be found at: 3

14 Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) The Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector is a 12 credit qualification that consists of 1 mandatory unit (Group A) plus at least 6 credits from Option Group B and a minimum of 3 credits from Option Group C. Edexcel Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Unit Level Credit Value Mandatory Unit (Group A) GLH Unit type 1 Roles, responsibilities and relationships in lifelong learning Specialist Option Group B A minimum of 6 credits must be achieved from this group 2 Understanding inclusive learning and teaching in lifelong learning 4 Using inclusive learning and teaching approaches in lifelong learning 9 Facilitate learning and development in groups 10 Facilitate learning and development for individuals Specialist Specialist Competence Competence Option Group C A minimum of 3 credits must be achieved from this group 3 Principles of assessment in lifelong learning 11 Understanding the principles and practices of assessment Specialist Competence It is possible learners may already have taken Learning and Development units (Units 9, 10 and 11) as part of the Learning and Development qualifications. If that is the case the credits can be used towards the PTLLS qualification. If centres want to offer these competency units as part of PTLLS, they need to ensure correct approvals are in place, see page 8. Further details about the Learning and Development suite of qualifications can be found at: 4

15 Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) The Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) is a 12 credit qualification. There are no mandatory units. A minimum of 9 credits must be achieved at Level 4. 3 credits must be achieved from Option Group A and 3 credits from Option Group B. The remaining credits must be achieved from either Optional Group C and/or Optional Group D. Edexcel Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Unit Level Credit Value Option Group A 3 credits must be achieved from this group GLH Unit type 1 Roles, responsibilities and relationships in lifelong learning 5 Roles, responsibilities and relationships in lifelong learning Specialist Professional Option Group B 3 credits must be achieved from this group 3 Principles of assessment in lifelong learning 7 Principles of assessment in lifelong learning 11 Understanding the principles and practices of assessment Specialist Professional Competence Optional Group C Learners selecting Group C must achieve 6 credits. 3 credits must be achieved from Group C1 and 3 credits must be achieved from Group C2. Optional Group C1 2 Understanding inclusive learning and teaching in lifelong learning 6 Understanding inclusive learning and teaching in lifelong learning Specialist Professional 5

16 Optional Group C2 4 Using inclusive learning and teaching approaches in lifelong learning 8 Using inclusive learning and teaching approaches in lifelong learning Specialist Professional Optional Group D Learners selecting Group D must achieve 6 credits. 12 Manage learning and development in groups Competence It is possible learners may already have taken Learning and Development units (Units 11 and 12) as part of the Learning and Development qualifications. If that is the case the credits can be used towards the PTLLS qualification. If centres want to offer these competency units as part of PTLLS, they need to ensure correct approvals are in place, see page 8. Further details about the Learning and Development suite of qualifications can be found at: 6

17 Assessment All units within these qualifications are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes. To achieve a pass a learner must have successfully passed all the assessment criteria. Guidance The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to: meet the standard determined by the assessment criteria, and achieve the learning outcomes. All the assignments created by centres should be reliable and fit for purpose, and should be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms, including performance observation, presentations and posters, along with projects, or time-constrained assessments. Centres are encouraged to emphasise the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. The assessment criteria must be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria. When designing assignments briefs, centres are encouraged to identify common topics and themes. A central feature of vocational assessment is that it allows for assessment to be: current, i.e. to reflect the most recent developments and issues local, i.e. to reflect the employment context of the delivering centre flexible to reflect learner needs, i.e. at a time and in a way that matches the learner s requirements so that they can demonstrate achievement. Qualification achievement Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade. Each unit in the Edexcel Level 3 Specialist and Level 4 Professional qualifications has a credit value which specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. This has been based on: one credit for those learning outcomes achievable in 10 hours of learning time learning time being defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria the credit value of the unit remaining constant regardless of the method of assessment used or the qualification to which it contributes. 7

18 Quality assurance of centres Edexcel qualifications provide a flexible structure for learners enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres delivering the Edexcel and BTEC qualifications must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Edexcel. The Edexcel quality assurance processes will involve: centre approval for those centres not already recognised as a centre for BTEC and Edexcel qualifications approval for the Edexcel qualifications and units. For all centres delivering these qualifications, Edexcel allocates a Standards Verifier (external examiner) for each sector offered, who will conduct an annual visit to quality assure the programmes. Approval Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities. Centres already holding Edexcel approval are able to gain qualification approval online. New centres must complete a centre approval application. Previously, if a centre wanted to deliver either the level 3 or level 4 Award in Preparing to Teach in the Lifelong Sector (PTLLS), the centre would gain approval to offer BTEC Professional qualifications. This would allow the centre to offer the 6 credit qualification which would be quality assured by one of Edexcel s HE Standards Verifiers. The new 12 credit versions of PTLLS at levels 3 and 4 have different delivery options. Depending on the option chosen, the centre chooses to offer, will affect the approval status the centre will need to hold (or apply for) and the quality assurance process the centre will need to follow. Option 1: From 01 October 2011, the 12 credit PTLLS qualifications include the flexibility to recognise some Learning & Development competency based units. These are listed in the rules of combination. If learners have already achieved Learning and Development units within the rules of combination, they can be recognised as prior learning allowing them to gain exemption. This will require centres to hold (or seek) standard PTLLS HE qualification approval. Centres will also be subjected to standard HE quality assurance processes. Option 2: The same approval and quality assurance requirement will apply if the centre only wishes to deliver the traditional PTLLS units (non-competency based units). 8

19 Option 3: Learners who have not previously achieved the Learning and Development units contained within the qualification structures may opt to study them in place of the equivalent PTLLS units, according to the rules of combination. This has an implication for the centre s approval status and quality assurance processes. In this instance, centres must hold or seek approval to offer PTLLS with both competency and non-competency units. This will necessitate completion of both the NVQ and the HE Qualification Approval forms by the appropriate Senior Standards Verifier who will be allocated to by Edexcel. In addition, the centre will be subject to quality assurance processes that will be carried out by a Standards Verifier who is suitably qualified to cover both noncompetency and competency based units. Quality Assurance Guidance Details of quality assurance for the Edexcel and BTEC qualifications are available on our website ( under Signposts to Quality ( 9

20 Programme design and delivery Mode of delivery Edexcel does not normally define the mode of delivery for qualifications. Centres are free to offer the qualifications using any mode of delivery (such as full-time, part-time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Learners studying for the qualification on a part-time basis often bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. The use of assessment evidence drawn from learners work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to ensure a course relevant to learners specific needs accessing and using non-confidential data and documents from learners workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experience of work and life that learners bring to the programme. Resources Edexcel level 3 and 4 qualifications are designed to give learners an understanding of the skills needed for specific vocational sectors. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes, and should therefore normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specific resource requirements to gain approval from Edexcel. Where specific resources are required these have been indicated in individual units in the Indicative resources sections. 10

21 Delivery approach It is important that centres develop an approach to teaching and learning that supports the vocational nature of Edexcel level 3 and 4 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of learners experience. Access and recruitment Edexcel s policy regarding access to its qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to Edexcel qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel s policy on learners with particular requirements. Centres will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher level qualification. Restrictions on learner entry The Edexcel Level 3 and 4 Awards in Preparing to Teach in the Lifelong Learning Sector (QCF) are accredited on the QCF for learners aged 19 and above. Restrictions on learner entry might, in particular sectors, also relate to any physical or legal barriers, for example people working in health, care or education are likely to be subject to Criminal Records Bureau checks. Access arrangements and special considerations Edexcel s policy on access arrangements and special considerations aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equalities Act 2010 and any amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. 11

22 Further details are given in the policy document Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Edexcel website ( This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualifications: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements. Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Edexcel encourages centres to recognise learners previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. 12

23 Unit format All units in Edexcel qualifications have a standard format. The unit format is designed to give guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards. It can vary depending on the unit type, eg specialist, professional or competency. When this occurs, this is indicated in the sub-headings below. Unit title The unit title is accredited on the QCF and this form of words will appear on the learner s Notification of Performance (NOP). Unit code or reference number Each unit is assigned a QCF unit code that appears with the unit title on the Register of Regulated Qualifications. QCF level All units and qualifications within the QCF will have a level assigned to them. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional benchmarks. Unit type This indicates whether a unit sits within the specialist, professional or competency category. Credit value All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded the associated unit credit value for upon successful completion of the unit. Guided learning hours Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners achievements. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present. Unit aim or summary The aim provides a clear summary of the purpose of the unit and is a succinct statement that summarises the learning outcomes of the unit. 13

24 Unit introduction or summary The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector. Learning outcomes The learning outcomes of a unit set out what a learner is expected to know, understand or be able to do as the result of a process of learning. Assessment criteria The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or set of learning outcomes, has been achieved. The learning outcomes and assessment criteria clearly articulate the required learning achievement for which credit will be awarded at the level assigned to the unit. Unit content The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related Professional Standard or National Occupational Standards (NOS), where relevant. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the unit. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. Relationship between content and assessment criteria Learners should have the opportunity to cover all of the unit content. It is not a requirement of the unit specification that all of the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment criteria. Content structure and terminology The information below shows the unit content is structured and gives the terminology used to explain the different components within the content. Learning outcome: this is shown in bold at the beginning of each section of content. Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading. Elements of content: the elements are in plain text and amplify the subheading. The elements must be covered in the delivery of the unit. Semi-colons mark the end of an element. 14

25 Brackets contain amplification of content which must be covered in the delivery of the unit. eg is a list of examples, used for indicative amplification of an element (that is, the content specified in this amplification could be covered or could be replaced by other, similar material). Guidance for tutors (not competency units) This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections. Delivery explains the content s relationship to the learning outcomes and offers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches. Assessment gives amplification about the nature and type of evidence that learners need to produce in order to achieve the unit. This section should be read in conjunction with the assessment criteria. Outline Learning Plan offers guidance for delivery and assessment activities. It can be used in conjunction with suggested assignments. Indicative resource materials gives a list of learner resource material that benchmarks the level of study. 15

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27 Units Unit 1: Roles, Responsibilities and Relationships in Lifelong Learning 19 Unit 2: Understanding Inclusive Learning and Teaching in Lifelong Learning 27 Unit 3: Principles of Assessment in Lifelong Learning 35 Unit 4: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 43 Unit 5: Roles, Responsibilities and Relationships in Lifelong Learning 51 Unit 6: Understanding Inclusive Learning and Teaching in Lifelong Learning 63 Unit 7: Principles of Assessment in Lifelong Learning 75 Unit 8: Using Inclusive Learning and Teaching Approaches in Lifelong Learning 83 Unit 9: Facilitate Learning and Development in Groups 91 Unit 10: Facilitate Learning and Development for Individuals 97 Unit 11: Understanding the Principles and Practices of Assessment 103 Unit 12: Manage Learning and Development in Groups

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29 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Unit 1: Roles, Responsibilities and Relationships in Lifelong Learning Unit reference number: M/503/1229 QCF level: 3 Unit type: Specialist Credit value: 3 Guided learning hours: 12 Unit aim The aim of this unit is to enable learners to understand the role and responsibilities of a teacher in lifelong learning and the relationships between different professionals. The unit covers responsibilities for maintaining a safe and supportive learning environment for learners. Unit introduction This unit provides the opportunity to highlight some of the legislative and regulatory requirements that must be met by organisations and individuals to ensure the security and accessibility of learning and teaching. The unit also provides an opportunity to explore the roles and responsibilities of teachers, trainers and instructors in the different contexts that make up lifelong learning. The unit enables learners to address the responsibilities of teachers and trainers in promoting equality and valuing diversity when identifying and meeting learners needs. The unit gives learners the opportunity to recognise the limitations and boundaries between the teaching role and those of other professionals and the need for possible referral to meet the needs of their students. This unit addresses the specific responsibility of the teacher in promoting a safe and supportive learning environment where their students feel included. By addressing the responsibility for promoting appropriate behaviour, the unit emphasises the role of the teacher in placing their students at the centre of the learning process. Please note the links between this unit and other Preparing to Teach in the Lifelong Learning Sector (PTLLS) units: Understanding inclusive learning and teaching in lifelong learning (Unit 2 (level 3) and Unit 6 (level 4)) Principles of assessment in lifelong learning (Unit 3 (level 3) and Unit 7 (level 4)) Using inclusive learning and teaching in lifelong learning (Unit 4 (level 3) and Unit 8 (level 4)) and equivalent Learning and Development competency units: Facilitate learning and development for individuals (Unit 10) Facilitate learning and development in groups (Unit 9) Understanding the principles and practices of assessment (Unit 11). 19

30 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner can: Assessment criteria Learning outcome 1: Understand own role and responsibilities in lifelong learning 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 2: Portfolio reference Date Understand the relationships between teachers and other professionals in lifelong learning 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 3: Understand own responsibility for maintaining a safe and supportive learning environment 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 Learner name: Learner signature: Assessor signature: Internal verifier signature: (if sampled) Date: Date: Date: Date: 20

31 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Unit content 1 Understand own role and responsibilities in lifelong learning Key aspects: range of legislation eg awarding organisation requirements, government bodies; organisational systems eg codes of practice, equality and diversity, health and safety Responsibilities in promoting equality and valuing diversity: responsibilities for equality eg non-discriminatory practice, support; valuing diversity eg learning needs, visual or auditory impairment, physical disability, language Roles and responsibilities: roles eg teacher, trainer, coach, instructor, assessor; responsibilities eg enforcement of organisation policies and procedures, preparation and management of learning, assessment and record keeping, working with others Responsibilities in identifying and meeting needs of learners: identifying needs eg initial assessment of learning needs, qualification requirements, physical needs; meeting needs eg planning learning, managing learners, resourcing, assessing 2 Understand the relationships between teachers and other professionals in lifelong learning Boundaries: personal eg skills, experience, time, resources, job description; relations between teaching role and other professionals eg team roles, line management, support professionals, quality assurance Points of referral: organisation systems and procedures eg administration, learning support, student services, websites; external agencies eg specialist support, government agencies, work related, employers Own responsibilities in relation to other professionals: personal eg team role, researching provision, representing learners; professional eg liaising, negotiation with professionals, negotiating on behalf of learner, communicating 3 Understand own responsibility for maintaining a safe and supportive learning environment Maintain a safe and supportive environment: own responsibilities eg physical environment including appropriate venue, health and safety, planned learning which is structured, varied, motivating, social environment demonstrates inclusion, challenging anti-social behaviours, encouraging peer support; regular maintenance checks Promote appropriate behaviour: establishing standards eg policies and procedures, zero tolerance for bullying, valuing of individual, modelling of desired behaviours; learner responsibility eg learner and group contracts, peer working, inclusion, discussion of issues, group ownership 21

32 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Guidance for tutors Delivery It is recommended that centres use an appropriate range of teaching and learning methods in order to achieve all the learning outcomes in the unit. For PTLLS methods could include tutor presentations along with individual and group activities. It is important to recognise that this is an opportunity for teaching by example. When using group delivery approaches, opportunities can also be built in to allow learners to compare and contrast their own working practices and contexts with others in the group through mini presentations. This will help learners to develop reflective practices and recognise the transferability of skills and knowledge needed in a learning environment. Learners should be actively involved in their learning and should be encouraged to draw on material from relevant experiences to use in class and in their assignments. Through working with groups of their peers and sharing their experiences, learners have the opportunity to develop case studies alongside problem-solving and interpersonal skills, in a way that they can be seen as transferable to their own students. The use of ICT or websites should be encouraged for setting up forums or discussion groups. It is recommended that the delivery of this unit is not too teacher centred and that learner-centred approaches are encouraged wherever possible. Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the suggested assignments. As the assessment criteria are similar for both level 3 and level 4 PTLLS it is possible to deliver these units together but it is important to recognise that the content and skills for level 4 are more demanding and expect learners to provide greater depth. The distinction between levels can be achieved through the work required for assessment. Some centres may wish to approach all units of PTLLS as a single holistic integrated activity. This would be possible with a single written task on roles, responsibilities and relationships, a second on teaching and learning strategies and a third on assessment principles with micro-teaching putting them into practice. This would then require a summative evaluation and needs for development. 22

33 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Outline learning plan Topics and suggested assessment activities Introduction to unit It is important that time is taken at the start of the unit to clarify the assessment requirements for the learner. It is also important to establish an overview between the PTLLS units so that the learner recognises the inter-relationship between assessment criteria and assignments across all four units. This is usually most effective if tutor led. Topics and suggested assessment activities Key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities This is suited to directed individual study with each learner, or group of learners, researching different aspects of legislation, regulatory requirements and codes of practice (AC 1.1) to share this information with the group. Individual assessment requirements can then be taken from the collaborative research. This provides an opportunity for collaborative activity and for mini-presentations and approaches that could be used with their own learners. Issues of equality and valuing diversity along with points of referral to meet the needs of learners Whole-group discussion provides opportunities to draw on experiences from different contexts and identify ways of promoting equality and diversity (AC 1.2) along with the use of referral (AC 2.2). This can be developed through individual reflective activities (eg Individual Learning Record) and related to specific contexts supported by research. Roles and responsibilities of own role as a teacher Small group activities with group presentations and discussion based on three key areas: own role and responsibilities (AC 1.3) sharing experiences in identifying the needs of learners (AC 1.4) boundaries (AC 2.1) and relationships between teaching roles and other professional roles (AC 2.3). Tutor presentations followed by tutor-led discussion with a practical activity in problem solving, such as identifying and developing solutions to meet needs of learners. Maintaining a purposeful environment where learners feel secure, confident and valued and promote appropriate behaviour and respect for others Tutor-led session on methods of maintaining a purposeful environment (AC 3.1) and promoting appropriate behaviour (AC 3.2). Learners reflect on own learning, and then apply to their own teaching context in completing assignments. Review of unit and programme of assignments, including learner feedback only if used as a single unit rather than as part of the PTLLS programme. 23

34 UNIT 1: ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING Assessment Learners should be actively involved in the assessment process and be given opportunities to draw on material from relevant experiences when completing their assignments. Through their own experiences, as well as through working in groups with their peers in a classroom or online learners can develop case studies, research and resources to evidence their assessment activities. The learner must be made aware of the range of possible evidence that they can draw on to support this unit, which can include: written tasks a diary or journal research materials records of professional discussions witness statements organisation and/or other formal documents curriculum vitae job description. Because of the nature of PTLLS it is important for learners to understand how evidence from the following units can help inform this unit on roles and responsibilities: Understanding inclusive learning and teaching in lifelong learning (Unit 2 (level 3) and Unit 6 (Level 4)) Principles of assessment in lifelong learning (Unit 3 (level 3) and Unit 7 (level 4)) Using inclusive learning and teaching approaches in lifelong learning (Unit 4 (level 3) and Unit 8 (level 4)) alternative Learning and Development units. The following table shows an assessment assignment that covers all the criteria in a single reflective activity. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources. Assignment title Activity (see outline learning plan) Assessment Individual Learning Record (Sample Annexe G) Legislation mini-presentations (AC 1.1) Roles and responsibilities activities (AC 1.3, 1.4, 2.1, 2.3) Equality, diversity and referral activities (AC 1.2, 2.2) Purposeful environment activities (AC 3.1, 3.2) Individual Learning Record Written record Research materials 24