Qualification Handbook Level 3 Award in Education and Training
Qualification Handbook SFJ Awards Level 3 Award in Education and Training (QCF) Qualification No: 601/0281/0 2
Contents 1 Introduction 1.1 About us 1.2 Customer Service Charter 1.3 Centre Support 2 The Qualification 2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Unit Content and Rules of Combination 2.4 Age Restriction 2.5 Opportunities for Progression 2.6 Exemption 2.7 Credit Transfer 3 Centre Requirements 4 Assessment 4.1 Assessors 4.2 Internal Quality Assurance 4.3 Workplace Assessment 4.4 Expert Witnesses 4.5 Use of Languages 4.6 Simulations 4.7 External Quality Assurance 5 Qualification Units 3
1 Introduction 1.1 About us SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has been working with employers, Governments of the UK and agencies within the skills system, to better equip workforces with the right skills now and for the future. During this time Skills for Justice has earned an enviable reputation for its knowledge of the sector and its proactive approach to the development of skills and qualifications, along with an ability to deliver genuinely workable solutions for the employers it represents. SFJ Awards is an awarding organisation that builds upon this reputation, and understands the specific challenges facing the Policing, Community Safety, Legal and Armed Forces sectors, enabling us to quality assure learning outcomes that are suited to the needs of the sectors. Customer satisfaction is the cornerstone of our organisation, and is delivered through an efficient, customer-led service, providing excellent value for money. 1.2 Customer Service Charter Our Customer Service Charter is published on SFJ Awards website giving the minimum level of service that Centres can expect. The Charter will be reviewed annually and revised as necessary in response to customer feedback, changes in legislation, and guidance from the qualifications Regulators. 1.3 Centre Support SFJ Awards works in partnership with its customers. For help or advice contact: SFJ Awards Distington House Atlas Way Sheffield S4 7QQ Tel: 0114 231 7379 Fax: 0114 261 8038 E-mail: info@sfjawards.com Website: www.sfjawards.co.uk 4
2 The Qualification 2.1 Overall Objective for the Qualification This handbook relates to the following qualification: SFJ Awards Level 3 Award in Education and Training (QCF) The qualification provides an introduction to teaching and the roles, responsibilities and relationships in education and training. It also includes input on how to plan, deliver and evaluate teaching sessions and give constructive feedback to learners. 2.2 Pre-entry Requirements There are no pre-entry requirements for enrolling to complete this qualification. 2.3 Unit Content and Rules of Combination 2.3.1 Level 3 Award in Education and Training (QCF) This qualification is made up of a total of 6 units which have been arranged into groups A, B and C. Group A contains 1 unit, Group B contains 3 units and Group C contains 2 units. To be awarded this qualification, a learner must achieve a minimum of 12 credits as follows: achieving 3 credits from Group A achieving 6 credits from Group B achieving 3 credits from Group C The unit titles and qualifications structure are shown on the next page. 5
Group A: Three credits must be achieved from this group Unit Reference Number Unit Title QCF Level Credit Value H/505/0053 Understanding roles, responsibilities and relationships in education and training 3 3 Group B: Six credits must be achieved from this group Unit Reference Number Unit Title QCF Level Credit Value D/505/0052 Understanding and using inclusive teaching and learning approaches in education and training 3 6 J/502/9549 Facilitate learning and development for individuals 3 6 F/502/9548 Facilitate learning and development in groups 3 6 Group C: Three credits must be achieved from this group Unit Reference Number Unit Title QCF Level Credit Value R/505/0050 Understanding assessment in education and training 3 3 D/601/5313 Understanding the principles and practices of assessment 3 3 The detailed content of each of the units in the above qualification is provided in Section 5. 6
2.4 Age Restriction This qualification is available to learners aged 19 years and over. 2.5 Opportunities for Progression This qualification creates a number of opportunities for progression into other education and training qualifications. 2.6 Exemption No exemptions have been identified. 2.7 Credit Transfer Credits from identical QCF units that have already been achieved by the learner may be transferred. 7
3 Centre Requirements Centres offering this qualification must have approval from SFJ Awards. The assessment centre must: ensure that there are sufficient people trained or qualified to assess the number of learners they anticipate to register and qualify provide quality assured training for those people identified as being responsible for assessing learners have quality assurance systems and Internal Quality Assurers in place to ensure that all assessments are valid, reliable, authentic and sufficient provide quality assured assessment that meets the requirements of SFJ Awards for those people identified as being responsible for internal quality assurance ensure that there is a system of standardisation in place to ensure that all assessments are consistent and fair ensure that those undertaking the roles of quality assurance and assessment maintain their skills, knowledge and competence comply with the requirements of SFJ Awards and the qualifications Regulators. Centres offering this qualification must provide internal quality assurance to ensure assessment meets all SFJ Awards requirements and is standardised across individual assessors, assessment locations and learners. 8
4 Assessment 4.1 Assessors 1 This section relates to the assessors who are assessing the learner. All those who assess this qualification must: already hold the qualification (or previous equivalent qualifications) they are assessing and have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold one of the following qualifications or their recognised equivalent: the Level 3 Award in Assessing Competence in the Work Environment or the Level 3 Certificate in Assessing Vocational Achievement, or A1 Assess candidate performance using a range of methods, or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence. show current evidence of continuing professional development in assessment and quality assurance. 4.2 Internal Quality Assurance 2 All those who internally quality assure this qualification must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold one of the following assessor qualifications or their recognised equivalent: the Level 3 Award in Assessing Competence in the Work Environment, or the Level 3 Certificate in Assessing Vocational Achievement, or A1 Assess candidate performance using a range of methods, or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence. hold one of the following internal quality assurance qualifications or their recognised equivalent: the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or V1 Conduct internal quality assurance of the assessment process, or D34 Internally verify the assessment process. show current evidence of continuing professional development in assessment and quality assurance. 1 This section is taken from LLUK Assessment Strategy (LLUK has been replaced by LSIS) 2 This section is taken from LLUK Assessment Strategy (LLUK has been replaced by LSIS) 9
4.3 Workplace Assessment SFJ Awards believes that direct observation by a competent assessor or testimony from an expert witness, are the best ways to carry out workplace assessment. This applies to the following qualification: Level 3 Award in Education and Training (QCF) SFJ Awards recognise that there are alternative evidence sources which may be used where direct observation is not possible or practical, e.g. work products, records, reflective accounts, professional discussion etc. In order to ensure that the evidence used to assess learners is valid, all Centres must demonstrate that learners have access to the types of resources commonly in use in the sector and that the pressures and constraints of the workplace are reflected. It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. 4.4 Expert Witnesses When expert witnesses are used as a source of evidence, they must: 1. be occupationally competent. This means that each expert witness must, according to current sector practice, be competent in the functions covered by the units to which they are contributing. They will have gained their occupational competence working within the Justice and Community Safety sector or within an appropriate occupational sector 2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role, directly related to the qualification unit that they are witnessing, as a practitioner, trainer or manager 3. be familiar with the qualification unit, and able to interpret current working practices and technologies within the area of work. 4.5 Use of Languages SFJ Awards conducts its business activities in English and the qualification handbook for this qualification is provided in English. The SFJ Awards policy on the use of languages (Welsh and Irish) is available on the website. SFJ Awards will provide assessment materials and qualification handbooks expressed in English. If there is sufficient demand materials will be provided in English and Welsh or Welsh only, and in Northern Ireland assessment materials will be provided in English and Irish. 10
For vocational qualifications SFJ Awards will support the assessment of learners in Irish or Welsh provided that sufficient notice is given to ensure that an assessment in a language other that English is comparable. SFJ Awards may employ the services of a translator for quality assurance purposes. Reasonable adjustments may be made by carrying out the assessment in British or Irish Sign Language. This qualification handbook is currently available in English. 4.6 Simulations The use of simulation as a source of evidence is likely to apply to this qualification. Assessment in a simulated environment should only be used in the following circumstances: 1. where evidence in the workplace will not be demonstrated within an acceptable time frame 2. where the nature of the work activity presents high risk or danger to the learner and others, for example in relation to personal safety. Simulations must be agreed between SFJ Awards and the Centre contact from the Assessment Centre prior to use. All simulations should follow these basic principles: 1. the Centre s overall strategy for simulation must be agreed and approved by SFJ Awards 2. the nature of the contingency and the physical environment for the simulation must be realistic and learners should be given no indication as to exactly what contingencies they may come across 3. where simulations are used they must reflect the requirements of the qualification units 4. the location and environment of simulation must be agreed between SFJ Awards and the Centre contact prior to it taking place 5. all simulations must be planned, developed and documented by the Centre in a way that ensures the simulation correctly reflects what the specific qualification unit seeks to assess and all simulations should follow these documented plans 6. there should be a range of simulations to cover the same aspect of a unit so that the risk of learners successfully colluding is reduced. 11
4.7 External Quality Assurance 3 The monitoring and standardisation of assessment decisions will be achieved by robust and strong Centre monitoring and quality assurance according to SFJ Awards requirements. The mechanisms required to achieve these requirements are outlined in Ofqual s Regulatory arrangements for the Qualifications and Credit Framework. In addition to the Regulator s requirements, SFJ Awards will evaluate all external quality assurance reports and other data relating to the Centre and any risks relating to quality control will be identified and addressed. External quality assurers (EQA) will be appointed by SFJ Awards to approve centres and to monitor the assessment and internal quality assurance carried out by centres. External quality assurance is carried out to ensure that there is validity, reliability and good practice in centres. To carry out their quality assurance role, quality assurance staff must have appropriate occupational and verifying knowledge and expertise. SFJ Awards quality assurance staff will attend training and development designed to keep them up-to-date, to facilitate standardisation between staff and share good practice. All those who externally quality assure this qualification must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold one of the following assessor qualifications or their recognised equivalent: the Level 3 Award in Assessing Competence in the Work Environment or the Level 3 Certificate in Assessing Vocational Achievement, or A1 Assess candidate performance using a range of methods, or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence. hold one of the following external quality assurance qualifications or their recognised equivalent: the Level 4 Award in Externally Assuring the Quality of Assessment Processes and the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice, or V2 Conduct external quality assurance of the assessment process, or D35 Externally verify the assessment process. show current evidence of continuing professional development in assessment and quality assurance. Best practice would suggest that external quality assurance staff should also hold an appropriate internal quality assurance qualification, either: the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or 3 This section is taken from LLUK Assessment Strategy (LLUK has been replaced by LSIS) 12
the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or V1 Conduct internal quality assurance of the assessment process, or D34 Internally verify the assessment process. 13
5 Qualification Units URN Title H/505/0053 Understanding roles, responsibilities and relationships in education and training Level 3 Credit value 3 GLH 12 Learning outcomes The learner will: 1 Understand the teaching role and responsibilities in education and training 2 Understand ways to maintain a safe and supportive learning environment 3 Understand the relationships between teachers and other professionals in education and training Assessment criteria The learner can: 1.1 Explain the teaching role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.3 Explain ways to promote equality and value diversity 1.4 Explain why it is important to identify and meet individual learner needs 2.1 Explain ways to maintain a safe and supportive learning environment 2.2 Explain why it is important to promote appropriate behaviour and respect for others 3.1 Explain how the teaching role involves working with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles 3.3 Describe points of referral to meet the individual needs of learners Additional information about this QCF unit Assessment Guidance - 14
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URN Title D/505/0052 Understanding and using inclusive teaching and learning approaches in education and training Level 3 Credit value 6 GLH 24 Learning outcomes The learner will: 1 Understand inclusive teaching and learning approaches in education and training 2 Understand ways to create an inclusive teaching and learning environment 3 Be able to plan inclusive teaching and learning 4 Be able to deliver inclusive teaching and learning Assessment criteria The learner can: 1.1 Describe features of inclusive teaching and learning 1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs 1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills 2.1 Explain why it is important to create an inclusive teaching and learning environment 2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs 2.3 Explain ways to engage and motivate learners 2.4 Summarise ways to establish ground rules with learners 3.1 Devise an inclusive teaching and learning plan 3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs 4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs 4.2 Communicate with learners in ways that meet their individual needs 4.3 Provide constructive feedback to learners to meet 16
their individual needs 5 Be able to evaluate the delivery of inclusive teaching and learning 5.1 Review the effectiveness of own delivery of inclusive teaching and learning 5.2 Identify areas for improvement in own delivery of inclusive teaching and learning Additional information about this QCF unit Assessment Guidance There is a microteaching requirement for this unit. Trainee teachers must be involved in at least one hour of microteaching. Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the delivery team. For the additional 45 minutes, the trainee teacher can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers. 17
URN Title J/502/9549 Facilitate learning and development for individuals Level 3 Credit value 6 GLH 25 Learning outcomes The learner will: 1 Understand principles and practices of one to one learning and development 2 Be able to facilitate one to one learning and development 3 Be able to assist individual learners in applying new knowledge and skills in practical contexts Assessment criteria The learner can: 1.1 Explain purposes of one to one learning and development 1.2 Explain factors to be considered when facilitating learning and development to meet individual needs 1.3 Evaluate methods for facilitating learning and development to meet the needs of individuals 1.4 Explain how to manage risks and safeguard individuals when facilitating one to one learning and development 1.5 Explain how to overcome individual barriers to learning 1.6 Explain how to monitor individual learner progress 1.7 Explain how to adapt delivery to meet individual learner needs 2.1 Clarify facilitation methods with individuals to meet their learning and/or development objectives 2.2 Implement activities to meet learning and/or development objectives 2.3 Manage risks and safeguard learners participating in one to one learning and/or development 3.1 Develop opportunities for individuals to apply their new knowledge and learning in practical contexts 3.2 Explain benefits to individuals of applying new knowledge and skills 18
4 Be able to assist individual learners in reflecting on their learning and/or development 4.1 Explain benefits of self-evaluation to individuals 4.2 Review individual responses to one to one learning and/or development 4.3 Assist individual learners to identify their future learning and/or development needs Additional information about this QCF unit Assessment Guidance This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed. 19
URN Title F/502/9548 Facilitate learning and development in groups Level 3 Credit value 6 GLH 25 Learning outcomes The learner will: 1 Understand principles and practices of learning and development in groups 2 Be able to facilitate learning and development in groups 3 Be able to assist groups to apply new knowledge and skills in practical contexts Assessment criteria The learner can: 1.1 Explain purposes of group learning and development 1.2 Explain why delivery of learning and development must reflect group dynamics 1.3 Evaluate methods for facilitating learning and development to meet the needs of groups 1.4 Explain how to manage risks and safeguard individuals when facilitating learning and development in groups 1.5 Explain how to overcome barriers to learning in groups 1.6 Explain how to monitor individual learner progress within group learning and development activities 1.7 Explain how to adapt delivery based on feedback from learners in groups 2.1 Clarify facilitation methods with group members to meet group and individual learning objectives 2.2 Implement learning and development activities to meet learning objectives 2.3 Manage risks to group and individual learning and development 3.1 Develop opportunities for individuals to apply new knowledge and skills in practical contexts 3.2 Provide feedback to improve the application of learning 20
4 Be able to assist learners to reflect on their learning and development undertaken in groups 4.1 Support self-evaluation by learners 4.2 Review individual responses to learning and development in groups 4.3 Assist learners to identify their future learning and development needs Additional information about this QCF unit Assessment Guidance This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed. 21
URN Title R/505/0050 Understanding assessment in education and training Level 3 Credit value 3 GLH 12 Learning outcomes The learner will: 1 Understand types and methods of assessment used in education and training 2 Understand how to involve learners and others in the assessment process 3 Understand the role and use of constructive feedback in the assessment process 4 Understand requirements for keeping records of assessment in education and training Assessment criteria The learner can: 1.1 Explain the purposes of types of assessment used in education and training 1.2 Describe characteristics of different methods of assessment in education and training 1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs 1.4 Explain how different assessment methods can be adapted to meet individual learner needs 2.1 Explain why it is important to involve learners and others in the assessment process 2.2 Explain the role and use of peer- and selfassessment in the assessment process 2.3 Identify sources of information that should be made available to learners and others involved in the assessment process 3.1 Describe key features of constructive feedback 3.2 Explain how constructive feedback contributes to the assessment process 3.3 Explain ways to give constructive feedback to learners 4.1 Explain the need to keep records of assessment of learning 4.2 Summarise the requirements for keeping records of assessment in an organisation Additional information about this QCF unit 22
Assessment Guidance - 23
URN Title D/601/5313 Understanding the principles and practices of assessment Level 3 Credit Value 3 GLH 24 Learning outcomes The learner will: 1 Understand the principles and requirements of assessment 2 Understand different types of assessment method 3 Understand how to plan assessment 4 Understand how to involve learners and others in assessment Assessment criteria The learner can: 1.1 Explain the functions of assessment in learning and development 1.2 Define the key concepts and principles of assessment 1.3 Explain the responsibilities of the assessor 1.4 Identify the regulations and requirements relevant to assessment in own area of practice 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3.1 Summarise key factors to consider when planning assessment 3.2 Evaluate the benefits of using a holistic approach to assessment 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility 3.5 Explain how to minimise risks through the planning process 4.1 Explain the importance of involving the learner and others in the assessment process 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners 24
5 Understand how to make assessment decisions 6 Understand quality assurance of the assessment process 7 Understand how to manage information relating to assessment 8 Understand the legal and good practice requirements in relation to assessment Additional information about the Unit Assessment Guidance - 5.1 Explain how to judge whether evidence is: sufficient authentic current 5.2 Explain how to ensure that assessment decisions are: made against specified criteria valid reliable fair 6.1 Evaluate the importance of quality assurance in the assessment process 6.2 Summarise quality assurance and standardisation procedures in own area of practice 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7.1 Explain the importance of following procedures for the management of information relating to assessment 7.2 Explain how feedback and questioning contribute to the assessment process 8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8.2 Explain the contribution that technology can make to the assessment process 8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 8.4 Explain the value of reflective practice and continuing professional development in the assessment process 25