Using resources for lifelong learning UV30820 Y/503/4917 Learner name: VRQ Learner number:
VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience. VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA. VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement. Statement of unit achievement By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic. This statement of unit achievement table must be completed prior to claiming certification. Unit code Date achieved Learner signature Assessor initials IV signature (if sampled) Assessor tracking table All assessors using this Record of Assessment book must complete this table. This is required for verification purposes. Assessor name Assessor signature Assessors initials Assessor number (optional)
UV30820 Using resources for lifelong learning The purpose of this unit is to enable you to use resources in the delivery of inclusive learning and teaching, and to be able to evaluate that use. You will cover expectations in relation to the minimum core when using resources for inclusive learning and teaching. UV30820_v12
Level 3 Credit value 3 GLH 15 Observation(s) 2 External paper(s) 0
Using resources for lifelong learning Learning outcomes On completion of this unit you will: 1. Be able to use resources in the delivery of inclusive learning and teaching 2. Understand expectations of the minimum core in relation to using resources for lifelong learning 3. Be able to evaluate own use of resources in the delivery of inclusive learning and teaching Evidence requirements 1. Teaching practice You are required to undertake teaching practice in a work environment. Practice should be in an appropriate context - either with groups of learners or with individual learners. There is no specified number of practice hours that must be achieved. 5. Range All ranges must be practically demonstrated or other forms of evidence produced to show they have been covered. 6. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence. 7. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and ranges in this unit. All outcomes and ranges must be achieved. 8. External paper There is no external paper requirement for this unit. 2. Working environment This unit assesses occupational competence. Evidence for this unit must be gathered in a real working environment. Simulations, projects or assignments are not allowed for these outcomes. 3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion. 4. Observation outcomes Competent performance of Observation outcomes must be demonstrated to your assessor on at least two occasions. UV30820 3
Achieving observations and range Achieving observation outcomes Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit. Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning. Achieving range The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation. Where this is not possible other forms of evidence may be produced. All ranges must be covered. Your assessor will document the portfolio reference once a range has been competently achieved. Your assessor will sign off an outcome when all criteria have been competently achieved. Teaching practice sign off Teaching practice must be undertaken in a work environment to achieve this unit. Practice should be in an appropriate context - either with groups of learners or with individual learners. There is no specified number of practice hours that must be achieved. Your assessor will complete the table below when sufficient teaching practice (as deemed appropriate by your assessor) has been completed and documented in your portfolio of evidence. Date achieved Assessor initials 4 UV30820
Observations Outcome 1 Be able to use resources in the delivery of inclusive learning and teaching You can: a. Use resources to promote equality, value diversity and contribute to the learning process b. Use resources to enable inclusive learning and teaching c. Adapt resources to meet the needs of learners and delivery models *May be assessed through oral questioning. Observation 1 2 Optional Date achieved Criteria questioned orally Portfolio reference Assessor initials Learner signature UV30820 5
Range You must practically demonstrate that you have: Used both types of resources Portfolio reference Paper-based Audiovisual/ICT Considered all factors Portfolio reference Barriers to learning Learning styles Equality and inclusion 6 UV30820
Developing knowledge Achieving knowledge outcomes You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below: Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning. Observed work Witness statements Audio-visual media Evidence of prior learning or attainment Written questions Oral questions Assignments Case studies UV30820 7
Knowledge Outcome 1 Be able to use resources in the delivery of inclusive learning and teaching You can: Portfolio reference d. Identify the benefits and limitations of resources in the delivery of inclusive learning and teaching 8 UV30820
Outcome 2 Understand expectations of the minimum core in relation to using resources for lifelong learning You can: Portfolio reference a. Explain how minimum core elements can be demonstrated when using resources for lifelong learning b. Apply minimum core elements when using resources for lifelong learning UV30820 9
Outcome 3 Be able to evaluate own use of resources in the delivery of inclusive learning and teaching You can: Portfolio reference a. Reflect on own practice in using resources to meet the needs of all learners b. Identify ways to improve own practice in using resources to meet the needs of all learners 10 UV30820
Unit content This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content. Outcome 1: Be able to use resources in the delivery of inclusive learning and teaching Benefits and limitations of resources used to promote equality and diversity in the delivery of inclusive learning and teaching: Barriers to learning, minimising potential barriers to ensure curricula are accessible to all, consideration of existing resources, needs of the learners in relation to the resources (e.g. level of complexity), use of images, different formats available (e.g. paper-based, IT-based, practical objects), strengths and limitations of different formats and specific resources, equality and diversity legislation, learning preferences, representation of cultural difference, avoiding stereotyping, nature of specific learning difficulties and disabilities, learners levels and corresponding reading ages, SMOG (McLaughlin formal/ polysyllable count), capabilities of learners. Use resources to enable inclusive learning and teaching: Capability of the learners, availability of resources, financial constraints, strengths and limitations of different formats and specific resources, appropriateness of resources to suit different learning and teaching methods. Adapt resources to meet the needs of learners and delivery models: Copyright issues, the concept of the safe learner (including identifying own health and safety responsibilities, identification of prohibitions and restrictions, data protection legislation), organisational policies and practices (e.g. equality and diversity - stereotyping, discrimination), equality legislation, impact of legislation on own practice, inclusive communication, learning preference (e.g. VARK - visual, auditory, reading, kinaesthetic), SMOG (McLaughlin formal/polysyllable count), readability of resources, strengths and limitations of a range of resources (e.g. paper-based, IT-based, practical), representation of cultural differences, nature of specific learning difficulties, barriers to adaptations available, capabilities of the developer. UV30820 11
Outcome 2: Understand expectations of the minimum core in relation to using resources for lifelong learning Explain how minimum core elements can be demonstrated when using resources for lifelong learning: Adult literacy core curriculum, adult numeracy core curriculum, adult ESOL core curriculum, models of embedding core curricula (e.g. dual skills teaching (one teacher), integrated team teaching (team of teachers with complementary expertise working together), linked or contextualised teaching (language, literacy, numeracy (LLN) linked to vocational area using contextualised materials), other forms of active collaboration between teachers to support learners progress towards vocational and LLN goals), signposting adult core curricula references. Apply minimum core elements when using resources for lifelong learning: Adult literacy core curriculum, adult numeracy core curriculum, adult ESOL core curriculum, models of embedding core curricula (e.g. dual skills teaching, one teacher), integrated team teaching (team of teachers with complementary expertise working together), linked or contextualised teaching (LLN linked to vocational area using contextualised materials), other forms of active collaboration between teachers to support learners progress towards vocational and LLN goals), signposting adult core curricula references. 12 UV30820
Outcome 3: Be able to evaluate own use of resources in the delivery of inclusive learning and teaching Reflect on own practice in using resources to meet the needs of all learners: Self-reflective practice, use of feedback from a range of suitable sources (e.g. learners, tutors, awarding bodies), meetings and sharing of good practice. Identify ways to improve own practice in using resources to meet the needs of all learners: Action planning, SMART targets (specific, measurable, achievable, realistic, timely), meetings and sharing of good practice. Use resources to enable inclusive learning and teaching: Use resources to promote equality, value diversity and contribute to the learning process, barriers to learning, minimising potential barriers to ensure curricula are accessible to all, consideration of existing resources, needs of the learners in relation to the resources (e.g. level of complexity, use of images, different formats available (e.g. paper-based, IT-based, practical objects), equality and diversity legislation, learning preferences, representation of cultural difference, avoiding stereotyping. Identify the benefits and limitations of the resources in the delivery of inclusive learning and teaching: Different formats available (e.g. paper-based, ITbased, practical objects), strengths and limitations of different formats and specific resources, nature of specific learning difficulties and disabilities, learners levels and corresponding reading ages, SMOG (McLaughlin formal/polysyllable count), capabilities of learners. Use resources to enable inclusive learning teaching: Capability of the learners, availability of resources, financial constraints, strengths and limitations of different formats and specific resources, appropriateness of resources to suit different learning and teaching methods. Adapt resources to meet the needs of learners and delivery models: Copyright issues, the concept of the safe learner including - identifying own health and safety responsibilities, identification of prohibitions and restrictions, data protection legislation, organisational policies and practices (e.g. equality and diversity - stereotyping, discrimination), equality legislation, impact of legislation on own practice, inclusive communication, learning preference (e.g. VARK - visual, auditory, reading, kinaesthetic), SMOG (McLaughlin formal/polysyllable count), readability of resources, strengths and limitations of a range of resources (paperbased, IT-based, practical), representation of cultural differences, nature of specific learning difficulties, barriers to adaptations available, capabilities of the developer. UV30820 13
Notes Use this area for making notes and drawing diagrams 14 UV30820