Qualification Specification TQUK Level 5 Diploma in Education and Training (QCF) 601/2717/X

www.tquk.org Qualification Specification TQUK Level 5 Diploma in Education and Training (QCF) 601/2717/X 1

Contents Page no: 1. INTRODUCTION 3 2. QUALIFICATION SPECIFICATION 3 3. INTRODUCTION TO THE QUALIFICATION 4 4. PROGRESSION 7 5. STRUCTURE 8 6. ASSESSMENT 11 7. CENTRE APPROVAL 13 8. COURSE DELIVERY 16 9. CENTRE QUALITY ASSURANCE 19 10. THE TQUK MANAGEMENT SUITE 22 11. USEFUL WEBSITES 23 12. READING LIST FOR LEARNERS 24 13. WEBSITE LIST FOR LEARNERS 24 14. UNIT OF ASSESSMENT 26 2

Introduction Welcome to TQUK. TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation (Ofqual) and by the Welsh Government. TQUK offers qualifications on the Qualifications and Credit Framework (QCF). Qualifications regulated by Ofqual are listed on the Register of Regulated Qualifications (http://register.ofqual.gov.uk/ ). We aim to provide qualifications that meet the needs of industry that are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK will provide centres with world class customer service to support in the delivery of our qualifications. Please visit our website www.tquk.org for news of our latest developments. Qualification Specifications Each qualification which TQUK offers is supported by a specification that includes all the information required by a centre to deliver a qualification. Information in the specification includes unit information, assessment and learning outcomes. The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification. Please read alongside the TQUK Centre Handbook. Further details of TQUK s procedures and policies can be found on our website www.tquk.org and accessed via a centre's homepage in the Management Suite. All TQUK literature will be provided through the medium of English. On request, materials can be supplied in Welsh or Irish. Qualification specifications can be found on the TQUK website www.tquk.org. Please check the website regularly to ensure that you are using the most up to date version. This qualification may be eligible for public funding. If you are applying for funding you should use the QN number. For further advice on funding, contact TQUK. If you have any further questions please contact TQUK. 3

Use of TQUK Logo, Name and Qualifications TQUK is a professional organisation and use of its name and logo is restricted. TQUK s name may only be used by an approved centre to promote TQUK qualifications. When using TQUK s logo, there must be no changes or amendments made to it in terms of colour, size, border and shading. Only the logo given to a centre as part of their centre approval should be used. An approved centre must only use the logo for promotional materials such as on corporate/business letterheads, pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands. If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK s logo. Introduction to the Qualification The TQUK Level 5 Diploma in Education and Training (QCF) qualification is regulated by Ofqual. The TQUK Level 5 Diploma in Education and Training (QCF) is a new qualification which replaces the Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF). Qualification Purpose The TQUK Level 5 Diploma in Education and Training (QCF) is suitable for teachers, trainers and tutors working in further education, adult and community learning or work-based training within public, private, voluntary or community organisations. It prepares trainee teachers to teach in a wide range of contexts and requires observation and assessment of practice. Teaching practice is a requirement of the qualification. It can meet the needs of a range of trainee teachers, including: Planning and developing schemes of work Delivering learning sessions Developing teaching and learning strategies Assessment practices A range of optional units are available, including some units from the Learning and Development suite. These units require practice to be assessed. The purpose of the qualification in the QCF is to Confirm competence in an occupational role to the standards required (D1). Learners must be willing to undertake an initial assessment of their skills in English, mathematics and ICT, record their development needs and follow an action plan. 4

Some units from the Learning and Development suite may be achieved within this qualification. These units require practice to be assessed in the trainee teacher s place of work. Further details can be found in the structure of the qualification section. Centre should read the following documents to ensure that delivery of these qualifications meets the minimum requirements as stated by LSIS. Teaching and Training Qualifications for the Further Education and Skills Sector in England (2013) Guidance for initial teacher education providers April 2013 Qualification Guidance for awarding organisations Level 4 Certificate in Education and Training (QCF). These documents can be downloaded from the Excellence Gateway website. http://www.excellencegateway.org.uk/node/65 Entry Requirements There may be a requirement by the employer for learners to be checked by the Disclosure and Barring Service: https://www.gov.uk/disclosure-barring-service-check/overview or if they intend to work with learners who are covered by these regulations (formerly Criminal Records Bureau (CRB)). It is the learner's responsibility to seek advice from their employer regarding this. Learners must meet the following minimum criteria: Reading and communication skills should be adequate to meet the requirements of the training. Do not have a criminal background which prevents them working, with young people or vulnerable adults, as a teacher. Hold a relevant qualification at a level above that of their learners; ideally at least Level 3 in their area of specialism Minimum core of literacy, language, numeracy and ICT The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. The minimum core document comprises three sections: Language and literacy Numeracy Information and communication technology (ICT). Each of these sections comprises two parts: o o Part A Knowledge and understanding Part B Personal skills. Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT are included in the teaching qualifications. Details can be found in the document, Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the minimum core of teachers knowledge, understanding and personal skills. A guide for initial teacher education programmes (LLUK, 2007; updated LSIS, 2013). 5

Requirements for knowledge and understanding elements Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following units: Teaching, learning and assessment in education and training (Level 4) Developing teaching, learning and assessment in education and training (Level 5). Requirements for personal skills in English, mathematics and ICT elements All trainee teachers joining this qualification should undertake an initial assessment of skills in English, mathematics and ICT. They should record their development needs and, where applicable, agree an action plan to address them. If trainees join the qualification having already undertaken an initial assessment of their English, mathematics and ICT skills, their record of development needs (including any previous action taken to address them) should be reviewed and updated as required. If trainees join the qualification having already completed a Level 3 Award in Education and Training or a Level 4 Certificate in Education and Training, their record of development needs and any previous actions taken to address them, should inform opportunities to continue the development of these skills. As required by the appropriate minimum core elements. Opportunities to develop these personal skills should be made available across the mandatory units as a minimum. LSIS supports opportunities to develop these skills throughout a teacher education programme. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role. Entry requirement for specialist optional units Potential teacher trainees wishing to take any of the specialist optional units will need to evidence Level 3 personal skills in English or mathematics, as appropriate. This entry requirement applies to all Level 5 diploma qualifications for teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and other LSIS qualification guidance documents. The entry criteria, and how they may be evidenced, are detailed in the separate document, Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher training in the lifelong learning sector (LLUK, June 2007, amended 2010). Links to other qualifications in the Education and Training suite Individuals are not required to have achieved a Level 3 Award in Education and Training (QCF) or a Level 4 Certificate in Education and Training (QCF) before undertaking a Level 5 Diploma in Education and Training (QCF). However, some individuals may already have completed one or both of these qualifications. Individuals who have completed the Level 3 Award in Education and Training (QCF) and who are progressing directly to the Level 5 Diploma in Education and Training (QCF) cannot bring forward any credit or observed and assessed practice. 6

Individuals who have completed the Level 4 Certificate in Education and Training (QCF): who are progressing to an HEI-validated qualification at Level 5 or above may have their level 4 credit recognised in line with that higher education institution s arrangements for the recognition of prior learning (RPL). Learners who are progressing to an AO-accredited Level 5 Diploma in Education and Training (QCF) should have their prior achievement recognized. Notes: RPL will apply between the mandatory credit from the Level 4 Certificate in Education and Training (QCF) and the Level 4 unit Teaching, learning, and assessment in education and training from the Level 5 Diploma of Education and Training (QCF). Trainees should not be required to present further evidence other than that necessary to demonstrate that their prior learning is at Level 4. may use some of the evidence for practice, including observed and assessed practice, to meet the practice requirements for the Level 4 unit Teaching, learning and assessment in education and training and towards the overall minimum practice requirements, including observed and assessed practice requirements, for the Level 5 Diploma in Education and Training (QCF). Further details are provided in Annex 2. Since 2007, individuals have been able to undertake one of the standalone specialist qualifications prior to taking a generic teaching qualification, alongside the generic teaching qualification (concurrently) or afterwards. If an individual already holds one of the specialist standalone qualifications and wishes to undertake a generic teaching qualification, they can use the units towards the optional credit requirement for the Level 5 Diploma in Education and Training (QCF). There may also be opportunities to use some of the assessed observation of teaching and practice hours from the standalone specialist qualifications towards the Level 5 Diploma in Education and Training (QCF). Further details are provided in Appendix 3. Learners must be at least 19 years of age at commencement of the qualification. Progression Successful learners can progress to other qualifications such as: o o o o o Level 5 Diploma in Teaching English: ESOL Level 5 Diploma in Teaching English: Literacy and Functional English Level 5 Diploma in Teaching English: Literacy, ESOL and Functional English Level 5 Diploma in Teaching Mathematics: Numeracy and Functional Mathematics Level 5 Diploma in Teaching Disabled Learners. 7

Structure Learners must achieve a minimum of 120 credits from two unit groups to be awarded the TQUK Level 5 Diploma in Education and Training (QCF). Learners must achieve a minimum of 61 credits at Level 5 Group A - 75 credits Group B - 45 credits There is a requirement for a minimum of 100 hours of practice. Unit no. Unit title Unit ref. Level Credit Group A Mandatory units Seventy five (75) credits must be achieved from this group value GLH 1 Developing teaching, learning and assessment in education and training R/505/0923 5 20 65 (Note that achievement of the unit Theories, principles and models in education and training is a pre-requisite for this unit) 2 Teaching, learning and assessment in education and training 3 Theories, principles and models in education and training (Note that achievement of this unit is a pre-requisite for the unit Developing teaching, learning and assessment in education and training). H/505/0912 A/505/0818 4 20 65 5 20 60 4 Wider professional practice in education and training J/505/0837 5 15 50 8

Group B Optional units Forty five ( 45) credits must be achieved from this group 5 Action research T/503/5380 5 15 50 6 Delivering employability skills M/505/1089 4 6 20 7 Develop and prepare resources for learning and development (Learning and Development unit) 8 Develop learning and development programmes A/502/9547 4 6 25 M/502/9545 4 6 30 (Learning and development unit) 9 Developing, using and organising resources within a specialist area 10 Effective partnership working in the teaching and learning context 11 Engage with employers to facilitate workforce development H/505/1090 5 15 50 Y/503/5310 4 15 50 D/502/9556 4 6 30 (Learning and Development unit) 12 Equality and diversity Y/503/5789 4 6 25 13 Evaluating learning programmes K/505/1091 4 3 15 14 Identify the learning needs of organisations H/502/9543 4 6 30 (Learning and Development unit) 15 Inclusive practice L/503/5384 4 15 50 16 Internally assure the quality of assessment A/601/5321 4 6 45 (Learning and Development unit) 17 Manage learning and development in groups A/502/9550 4 6 30 (Learning and Development unit) 18 Managing behaviours in a learning environment M/505/3912 5 6 20 19 Preparing for the coaching role J/505/0188 4 3 15 20 Preparing for the mentoring role L/505/0189 4 3 15 21 Preparing for the personal tutoring role T/505/1093 4 3 15 9

22 Teaching in a specialist area J/505/1096 4 15 50 23 Specialist delivery techniques and activities R/504/0229 4 9 30 24 Understanding and managing behaviours in a learning environment 25 Understanding the principles and practices of externally assuring the quality of assessment Y/505/1099 4 6 20 F/601/5322 4 6 45 (Learning and Development unit) 26 Understanding the principles and practices of internally assuring the quality of assessment T/601/5320 4 6 45 (Learning and Development unit) 27 Action learning for teaching in a specialist area of disability J/505/0756 5 15 40 28 ESOL and the learners F/505/0786 5 15 40 29 ESOL theories and frameworks A/505/0785 5 15 40 30 Literacy and ESOL and the learners L/505/0791 5 20 60 31 Literacy and ESOL theories and frameworks J/505/0790 5 20 60 32 Literacy and the learners L/505/0774 5 15 40 33 Literacy, ESOL and the learners Y/505/0776 5 15 40 34 Literacy theories and frameworks J/505/0773 5 15 40 35 Numeracy and the learners K/505/0765 5 15 40 36 Numeracy knowledge and understanding H/505/0764 5 15 40 37 Understanding theories and frameworks for teaching disabled learners Y/505/0759 5 15 40 Guided Learning Hours The credit value of a qualification can be used to determine how long it will take to achieve, as one credit represents 10 hours of learning. The TQUK Level 5 Diploma in Education and Training (QCF) is a 120 credit qualification; therefore, learners could take up to 1200 hours to achieve it. These hours are made up of contact time with a teacher/assessor, often referred to as guided learning hours (GLH), and non-contact time for independent study and practice. The recommended GLH for this qualification is a minimum of 360. 10

Assessment Centres are able to choose appropriate assessment methods providing all the requirements of the qualification can be met. Centres should take a holistic approach where possible i.e. giving learners the opportunity to demonstrate several assessment criteria from different units at the same time. Academic referencing e.g. using quotes from text books within learners work is a requirement at level 4 and level 5. Learning journals are a good way of documenting progress and achievement, but are not a formal requirement. Examples of assessment methods for this qualification include:- assignments case studies checklists essays observations online assessments portfolio of evidence professional discussion projects questions written and oral reflective learning journal self-evaluation and action plan written statements worksheets. Recording documents for the assessments can be found on the TQUK Management Suite. All learning outcomes must be met to achieve a Pass - there is no grading. Teaching Practice Requirement There is a requirement for a minimum of 100 hours of practice and a requirement to evidence working with groups of learners to achieve this qualification. The practice component is a vital aspect of high-quality initial teacher training. There are different practice requirements for each unit in this qualification. In addition, details of the practice requirements for the optional units are available in the separate guidance document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). Appendix 1 summarises the practice requirement for the mandatory units and for the optional units. The practice requirements for the optional units are detailed within the relevant unit guidance. 11

Effective teaching practice experience should ideally include:- different teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; and gaining subject-specialist knowledge through workplace mentoring. Trainee teachers should have access to as many of these as possible during their teaching practice. A sample form for a session plan can be found in Appendix 4. Observed and Assessed Practice Requirements: There must be a minimum of eight observations totalling a minimum of eight hours. This excludes any observed practice completed as part of the Level 3 Award in Education and Training (QCF). Any single observation must be a minimum of half an hour. Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher s progress. For the Education and Training units, practice must be in a teaching and learning environment. As stated above, there is a requirement for a minimum of eight observations of practice. The eight observations must be linked to the following mandatory units: Teaching, learning and assessment in education and training (Level 4) Developing teaching, learning and assessment in education and training (Level 5). TQUK recommends that a holistic approach should be taken to observed and assessed practice. This is so that each observation and assessment of practice enables trainee teachers to provide evidence for the two units identified above. To be eligible for the award of credit for any one of the above two units, a trainee teacher must be able to provide evidence of a minimum of two assessed observation of practice that meet the required standard of practice. To be eligible for the award of credit for all both units, a trainee teacher must be able to provide evidence of a minimum of eight assessed observations of practice that meet the required standard of practice. Also, note that achievement of the unit Theories, Principles and Models in Education and Training (Level 5) is a prerequisite for achievement of the unit Developing Teaching, Learning and Assessment in Education and Training (Level 5). At least four hours of observed and assessed practice in observations linked to the mandatory units should demonstrate grade 2 characteristics. 12

Some optional units from the Education and Training suite also require practice, including observation and assessment of practice. The number of observations of practice required and the number of hours to be observed and assessed are not specified for these optional units. These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above and summarised in Appendix 1. The practice requirements and the observation of practice requirements for these optional units are given in the separate guidance document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). For some optional units taken from the Learning and Development qualification, practice must be in a real work environment and in the appropriate context, with groups of learners or with individual learners. The number of practice hours required and the number of hours to be observed and assessed are not specified for Learning and Development units. These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above and summarised in Appendix 1. The practice requirements and the observation of practice requirements for the Learning and Development optional units, are given in the separate qualification guidance documents. Guidance on assessing observations and a sample feedback form can be found in Appendix 5. These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above. Transfer of Practice There is no transfer of practice, including observed and assessed practice, from a previously achieved Level 3 Award in Education and Training. Trainee teachers who have achieved the Level 4 Certificate in Education and Training can transfer twenty hours of practice and two hours of observed and assessed practice towards the practice requirements for the Level 5 Diploma in Education and Training. Centre Approval To offer any TQUK qualification each centre must be registered with TQUK and meet centre and qualification approval criteria. It is essential that centres provide learners with the access to appropriate support in the form of specialist resources. Approved centres must seek approval for each qualification they wish to offer. The approval process requires centres to demonstrate that they have the resources including staff to deliver and assess the qualification. Centres offering these qualifications must also meet the minimum requirements stated by LSIS which can be found in the following documents which can be downloaded from the TQUK website or from http://www.excellencegateway.org.uk/node/65 13

Teaching and Training Qualifications for the Further Education and Skills Sector in England (2013) Guidance for initial teacher education providers April 2013 Qualification Guidance for awarding organisations Level 4 Certificate in Education and Training (QCF) Centre Policies In order to obtain centre approval from TQUK, an approved centre must have a range of policies in place. A full list of these policies can be found on the centre s homepage of the TQUK Management Suite in the downloads section. It is a centre s responsibility to ensure that all employees are aware of the policies and procedures and that they are adhered to at all times. Learners should also be informed by centres of any policies that are relevant to them. Failure to enforce or adhere to policies could result in a centre s approval status TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre Handbook and on the TQUK website. These include: Equality and Diversity If a centre does not have an equality and diversity policy, TQUK can provide one. Learners should be made aware that this policy is available for them should they choose to view it. Reasonable Adjustments and Special Considerations TQUK is committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications which at the time of writing includes, but is not limited to, the Equality Act 2010. We seek to uphold human rights relating to race relations, disability discrimination and special educational needs of our learners and to provide equal reasonable adjustments and special considerations for all learners registered on our qualifications. An approved centre should have in place an Equality and Diversity Policy which includes the following principles and guidelines: Assessment should be a fair test of learners knowledge and what they are able to do. For some learners the usual format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners from taking our qualifications. We recognise that reasonable adjustments or special considerations may be required at the time of assessment where: learners have a permanent disability or specific learning needs learners have a temporary disability, medical condition or learning needs learners are indisposed at the time of the assessment. 14

The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement so long as the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, or to provide any learner with unfair advantage. For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special considerations, please refer to the reasonable adjustments and/or special consideration policy on the homepage on the TQUK Management Suite. Appeals Policy TQUK s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on or have taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting appeals to us and the process we will follow when responding to enquiries and appeals. It s important that staff involved in the management, assessment and quality assurance of our qualifications are aware of the contents of the policy. For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management Suite. To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners. Complaints For details of TQUK's policy and procedure on complaints, please refer to your homepage on the TQUK Management Suite. Support from TQUK Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager. An Account Manager s role is to support centres with any administration queries or qualification support. 15

Course Delivery Pre-Course Information All learners should be given appropriate pre-course information regarding any TQUK qualifications. The information should explain about the qualification, the fee, the form of the assessment and any entry requirements or resources need to undertake the qualification. Initial Assessment Centres should ensure that any learner registered on a TQUK qualification undertakes an initial assessment. The initial assessment should be used to inform a teacher/trainer on the level of the student s current knowledge and/or skills. All learners undertaking the TQUK Level 4 Certificate in Education and Training (QCF) must have an initial assessment of skills in English, mathematics and ICT. Their development needs must be recorded and an action plan agreed to address them. Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be undertaken by the learner/s. It is the centre's responsibility to make available forms of initial assessment that are valid, applicable and relevant to TQUK qualifications. A sample initial assessment form and other useful documents such as an induction checklist, action plan and progress review can be found in Appendix 3. All initial assessment findings should be analysed by a teacher/trainer and the information obtained should be used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment will be assessed during the IV and EV process. Learner Registration Once approved to offer a qualification, the centre should register learners before any assessment can take place. Approved centres must follow TQUK s procedures for registering learners on the homepage of the Management Suite. Resources Learners will need access to the following resources: Course manual ICT resources if applicable Equipment at the venue Appropriate general and subject specific texts A suitably equipped venue and resources Other resources to support identified needs of learners. Resources to support the delivery of the qualification This list is not final, additional resources may be added to meet the needs of learners. 16

Training Requirements Training must be delivered following quality detailed lesson plans. All lesson plans must include: Aim (a clear concise statement to show what the learners are to achieve by the end of the course) Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the course) Length of time allocated for each individual session Learner activities during the session Training methods, resources and equipment to be used Methods of assessing the level of knowledge/skills the learners have gained. Trainer/Assessor Requirements The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be well qualified in the subject area they are delivering. They must also hold a recognised teaching qualification (see the list below) Any centre staff delivering a qualification must also hold relevant experience of delivery of that qualification or work experience in the qualification subject. The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain knowledge and/or skills when studying a TQUK qualification. They must ensure that they follow TQUK s qualification specifications and deliver an interesting and informative course to learners. They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification. All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer s responsibility to ensure that all sessions are fully planned and prepared and that all resources are available to learners. In order to gain approval by TQUK to deliver the TQUK Level 5 Diploma in Education and Training (QCF) trainers/assessors must: be occupationally competent in the subject area being delivered show current evidence of continuing professional development in assessment and quality assurance and have a teaching qualification equivalent to QCF Level 5 or above; evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. 17

There are additional requirements for those who assess the Learning and Development units. Information about the assessment and quality assurance strategy for the Learning and Development units is included in Appendix 2. There are additional requirements to deliver and assess the knowledge units from the specialist standalone qualifications. Trainers/assessors must hold a: Level 4 specialist qualification or Level 5 Additional Diploma or equivalent qualification in the relevant specialist area(s) Assessment Policy A centre must ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be accurate and detailed recording of assessment decisions. In order to do this, the centre should:- Ensure that learners are provided with assignments and exams that are fit for purpose, to enable them to produce appropriate evidence for assessment. Assess learners evidence using only the published assessment criteria. Ensure that assessment decisions are impartial, valid and reliable. Develop assessment procedures that will minimise the opportunity for malpractice. Maintain accurate and detailed records of assessment decisions. Maintain a robust and rigorous internal verification procedure. Annually provide samples for external verification, as required by the awarding body. Monitor external verifier reports and undertake any remedial action required. Share good assessment practice between all programme teams. Ensure that assessment methodology is understood by all staff. Provide resources to ensure that assessment can be performed accurately and appropriately Signatures Learners, assessors and internal quality assurers must sign and date all relevant documentation where applicable. However, documents which are submitted electronically can have an e-mail address instead of a signature. This is provided that the centre has taken steps to ensure the legitimacy and authenticity of the person to whom the e- mail address belongs. Assessment Decisions It is the centre s decision as to whether a learner can submit one copy of a draft for informal feedback prior to formal assessment. All completed assessment activities must be graded pass, refer or fail. 18

Pass A learner achieves all the learning outcomes and assessment criteria at the first attempt. Refer A learner can be referred if they do not meet some or all of the criteria at the first attempt. Centres must have an appropriate referral procedure in place as part of their Assessment Policy. Records must be maintained of all referrals, subsequent actions, and achievements. Fail It is very rare a learner will fail an assessment activity, as they should be referred first with the opportunity to resubmit and/or be reassessed. However, it is possible for a learner to fail if they do not take the assessment seriously. For example, submitting a totally inappropriate response to a written task, or delivering a dangerous or inappropriate session with the learner. Records must be maintained in case of an appeal. Centre Quality Assurance TQUK requires a centre to have a functioning quality system in place that is appropriate to the centre s size and volume of learners. The centre should also maintain sufficient records that demonstrate the use of quality systems and the outcomes of key monitoring activities. All qualifications should be delivered to a high standard and assessment and verification should be embedded throughout a centre s quality assurance system. Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to function effectively. These roles can be undertaken by different individuals or the same person, depending on the size of the centre and the volume of TQUK qualification being delivered. Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the centre Handbook Internal Quality Assurance/Verifier The role of an Internal Quality Assurer/Verifier (IQA/IV) is at the heart of the quality assurance and management systems of each approved TQUK Centre. There are three main aspects of the Internal Verifier role: - Verifying assessment Developing and supporting teachers, trainers, tutors and assessors Managing the quality of delivery 19

Verifying assessment is concerned with maintaining the quality of assessment for all learners. In most centres this forms the core part of the Internal Verifier s duties, and is by far the most time consuming. There are three strands to verifying assessment: - sampling assessments, monitoring assessment practice and standardising assessment judgements. IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular observations of trainers and assessors. They will also review learners portfolios and undertake standardisation activities as part of this support. IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They are also responsible for managing the quality of delivery by trainers, to ensure learners are receiving the best possible teaching and learning. IVs set best practice standards in centres. Full details of TQUK's requirements for Internal Verification can be found in the Centre Handbook. Internal Quality Assurer/ Verifier Requirements Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally verifying. This includes having a working knowledge of the requirements of the qualification and a thorough knowledge and understanding of the role of tutors/assessors and internal quality assurance. They must support tutors and assessors in their delivery and assessment and visit and observe assessments. All those who quality assure this qualification internally must: Have up-to-date working knowledge and experience of best practice in assessment and quality assurance Show current evidence of continuing professional development in assessment and quality assurance and Hold one of the following qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment or o Level 3 Certificate in Assessing Vocational Achievement, or o A1 Assess candidate performance using a range of methods, or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence o Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or o V1 Conduct internal quality assurance of the assessment process or o D34 Internally verify the assessment process or attend a CPD event for IVs held by TQUK Internal verifiers who do not hold one of the internal quality assurance qualifications listed above, must follow the principles set out in Learning and Development NOS 11 - Internally monitor and maintain the quality of assessment. 20

External Quality Assurance/Verification External quality assurance (EQA) is carried out to ensure a centre is using valid, reliable, fair and ethical assessment and internal quality assurance processes. External quality assurers/verifiers will be appointed by TQUK to approve a centre, and to monitor delivery, assessment and internal quality assurance. Annual EV visits are provided free, however, additional support visits can be requested at any time which will incur a charge. Additional support can include specific advice regarding particular qualification requirements, and/or assessment and internal quality assurance guidance. If centres have any specific qualification questions, they should contact TQUK. TQUK will make contact with a centre to arrange external quality assurance activities and may request information in advance of an EV visit. Results and Certification Results and certificates will be issued to centres once they have undertaken the required internal quality assurance procedures and have undergone external quality assurance activities, necessary for each qualification. It is a centre s responsibility to ensure learners are notified about the result of any assessment outcomes. Approved centres must also fully inform learners regarding how and when they are able to obtain any results and/or certificates after successfully completing a course. Once all course documentation has been received and quality assured, certificates will be dispatched and should be received at the centre within 48 hours. To inform TQUK of learners who have passed, centres should use the Registering a Group of Learners section on the homepage of the TQUK Management Suite. Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement certificate. Replacement certificates will have the same standing as original certificates and will incur a fee. An approved centre should make replacement certificate requests to TQUK. Malpractice & Maladministration Policy Definition of Malpractice Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise: the assessment process; the integrity of a regulated qualification; the validity of a result or certificate; the reputation and credibility of TQUK; or, the qualification or the wider qualifications community. Malpractice may include a range of issues from the failure to maintain appropriate records or systems to the deliberate falsification of records in order to claim certificates. It also covers misconduct and forms of unnecessary discrimination or bias towards certain or groups of learners. 21

Definition of Maladministration Maladministration is any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within a centre (e.g. inappropriate learner records) Centre s Responsibility It is important that staff involved in the management, assessment and quality assurance of our qualifications and learners, are fully aware of the contents of the policy and that a centre has arrangements in place to prevent and investigate instances of malpractice and maladministration. A failure to report suspected or actual malpractice/maladministration cases, or have in place effective arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see the Sanctions policy in the downloads section on the homepage of the TQUK Management Suite for details of the sanctions that may be imposed). TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with malpractice and maladministration. A centre s compliance with this policy and how it takes reasonable steps to prevent and/or investigate instances of malpractice and maladministration will be reviewed by TQUK periodically through our ongoing centre monitoring arrangements. Should an investigation be undertaken in a centre, the head of centre must: respond speedily and openly to all requests relating to the allegation and/or investigation cooperate and ensure that staff cooperate fully with any investigation and/or request for information For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK Management Suite. The TQUK Management Suite Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will enter their centre details. The TQUK Management Suite holds information regarding the centre approval process. The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the administration of qualifications. Centres will be able to register learners and course details via their homepage on the Management Suite. A centre will be able to register: Course details Trainer/Tutor/Assessor and IV details Learner names Results for certification Management Suite training will be given to a new centre, when approved. 22

Useful Websites Register of Regulated Qualifications http://register.ofqual.gov.uk Office of Qualifications and Examinations Regulation www.ofqual.gov.uk Excellence Gateway http://www.excellencegateway.org.uk/ National Research and Development Centre for Adult Literacy and Numeracy www.nrdc.org.uk Department for Education http://www.education.gov.uk/ Education and Training foundation LLUK have archived their website; follow the attached link to view the documents archived http://webarchive.nationalarchives.gov.uk/20110414152025/http://www.lluk.org/ For further details regarding approval and funding eligibility please refer to the following websites: o Skills Funding Agency http://skillsfundingagency.bis.gov.uk/ for public funding information for 19+ learners in England o LARA Learning Aim Reference Application https://gateway.imservices.org.uk/sites/lara/pages/welcome.aspx for information on funding rates for qualifications in England. o DAQW Database of Approved Qualifications www.daqw.org.uk for public funding in Wales o Department for Employment and Learning www.delni.gov.uk or Department of Education www.deni.gov.uk for public funding in Northern Ireland. 23

Reading List for Learners Castle P & Buckler S (2009) How to be a Successful Teacher London SAGE Publications Ltd Gravells A (2013) The Award in Education and Training London Learning Matters Gravells A (2013) Passing Assessments for The Award in Education and Training London Learning Matters Gravells A (2012) Achieving your TAQA Assessor and Internal Quality Assurer Award Exeter Learning Matters Gravells A & Simpson S (2012) Equality and Diversity in the Lifelong Learning Sector (2nd Edn) London Learning Matters Gravells A (2012) What is Teaching in the Lifelong Learning Sector? London Learning Matters Kidd W & Czerniawski G (2010) Successful Teaching 14-19 London SAGE Publications Ltd Ofqual (2009) Authenticity A Guide for Teachers. Coventry: Ofqual. Peart S & Atkins L (2011) Teaching 14-19 Learners in the Lifelong Learning Sector Exeter Learning Matters Powell S & Tummons J (2011) Inclusive Practice in the Lifelong Learning Sector Exeter Learning Matters Read H (2011) The Best Assessor s Guide Bideford Read On Publications Reece I and Walker S (2007) Teaching, Training and Learning: A Practical Guide (6th Ed) Tyne & Wear Business Education Publishers Vizard D (2012) How to Manage Behaviour in Further Education London Sage Publications Ltd Wallace S (2007) Managing Behaviour in the Lifelong Learning Sector Exeter Learning Matters Wallace S (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector (4th Edn) Exeter Learning Matters Website List for Learners Ann Gravells Ltd www.anngravells.co.uk (teaching information and resources) Assessment tools library (literacy, numeracy, ESOL, dyslexia) - http://archive.excellencegateway.org.uk/page.aspx?o=toolslibrary Brainboxx teaching resources - www.brainboxx.co.uk Educational Theory www.businessballs.com Equality and Diversity Forum www.edf.org.uk 24

Initial Assessment Tools www.toolslibrary.co.uk Institute for Learning - www.ifl.ac.uk Learning Styles www.vark-learn.com National Institute of Adult Continuing Education - www.niace.org.uk Plagiarism - http://plagiarism.org Post Compulsory Education and Training Network www.pcet.net Qualifications and Credit Framework (QCF) http://www.ofqual.gov.uk/qualifications-andassessments/qualification-frameworks/ Teaching resources - http://excellence.qia.org.uk/golddust/ 25

Units of Assessment Mandatory Units Unit 1 Title: Developing teaching, learning and assessment in education and training R/505/0923 Level: 5 Credit value: 20 Guided learning hours 65 Learning outcomes Assessment criteria The learner will: The learner can: 1.Be able to investigate practice in own area of specialism 2.Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning 1.1 1.2 2.1 Analyse the application of pedagogical principles in own area of specialism Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism Use initial and diagnostic assessments to agree learners individual goals and learning preferences Devise a scheme of work taking account of: 2.2 the needs of learners; the delivery model; and internal and external requirements Design teaching and learning plans which take account of: 2.3 the individual goals, needs and learning preferences of all learners; and curriculum requirements 2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice 26

2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment 3.Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment 3.1 Analyse theories of behaviour management 3.2 Establish and sustain a safe, inclusive learning environment Explain how own practice in creating and maintaining a safe, 3.3 inclusive teaching and learning environment has taken account of theories of behaviour management 4.Be able to apply theories, principles and models of learning and communication to delivering inclusive teaching and learning 4.1 4.2 4.3 4.4 4.5 Design resources that: actively promote equality and value diversity; and meet the identified needs of specific learners Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners Demonstrate ways to promote equality and value diversity in own teaching Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication 5.Be able to apply theories, models and principles of assessment to assessing learning in education and training 5.1 Design assessments that meet the individual needs of learners Demonstrate flexibility and adaptability in using types and 5.2 methods of assessment to meet individual learning needs and assessment requirements Demonstrate the use of assessment data in: 5.3 monitoring learners achievement, attainment and progress; setting learners targets; planning subsequent sessions; and recording the outcomes of assessment 27