Level 4 Certiﬁcate in Education and Training (RQF) · 4.2 Identify areas for improvement in own...

Level 4 Certificate in Education and Training (RQF)

Qualification

Course Guide

Vocational LearningFitzgerald HouseSutherland RoadST3 1HHTel. 0800 612 8895Website: https://www.vocationallearning.co.ukEmail:[email protected]

Level4CertificateinEducationandTrainingCourseGuide

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Thank you for choosing or considering Vocational Learning towards your journey of achieving the Level 4 Certificate in Education and Training (RQF) Qualification. This guide will start by outlining the course, entry requirements, delivery and assessment. You will also be able to see the learning outcomes and assesment criteria of all six course units. At the end of the guide you will be able to see some of the coursework for the qualification. About the Level 4 Certificate in Education and Training The Level 4 Certificate in Education and Training (CET) course has replaced the Level 4 Certificate in the Lifelong Sector (CTLLS). The course is not only open to teachers who work in traditional settings such as universities and colleges. The course is also available to trainers, instructors, and coaches regardless of their geographical location as long as you have access to 30 teaching hours (including those who teach on a one to one basis). There is no stipulation regarding the minimum age of your learners. The qualification is regulated by Ofqual. Candidates have to achieve a minimum of 36 credits to achieve the Level 4 Certificate in Education and Training . There is a 140 guided learning required. The total qualification time is 360 hours.

The course is made up of the following six units:

Unit 1: Understanding roles, responsibilities and relationships in education and training Unit 2: Planning to meet the needs of learners in education and training Unit 3: Delivering education and training Unit 4: Assessing learners in education and training Unit 5: Using resources for education and training Unit 6: Developing, using and organising resources in a specialist area

Combined Options We have bundled units or courses together to enable you to achieve some of the popular qualifications in Learning and Development. You will be able to qualify as an NVQ Assessor or Internal Moderator or both at the same time as your teaching qualification. These options are designed to be cost effective compared to completing the courses separately at different times. Please double check you are eligible or have access to resources and learning opportunities that will enable you to achieve the combined options. Entry requirements This course is open to anyone who can evidence 30 hours of teaching. Your teaching delivery can either be with an individual or group of learners. You will be expected to have basic numeracy, literacy and IT skills in line with national occupational skills for teachers. Candidates should be able to work at level 2 numeracy and level 3 literacy.


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You are also expected to have access to the internet, multimedia computer, printer and a word processor that can open and produce Microsoft Word Documents ending with the extension ‘. doc’. Candidates without Microsoft office are advised to consider free software such as Open Office. You, however, need to ensure your documents are saved and submitted for assessment as word documents ending with the extension ‘.doc’? Course Delivery and Support The Level 4 Certificate in Education and Training course is delivered by either distance, blended learning or as classroom based. You are expected to meet course requirements regardless of the method of delivery.

You will need to fully participate in online activities and provide multimedia evidence whenever possible. On enrolment every candidate will be allocated an assessor who will also be their tutor and the first port of call for all assessments and learning needs. You will have access to resources, coursework, tutorials, events, forums, web conferences, and face-to-face sessions. We regularly host support sessions during the day, night and weekends. You will be expected to participate in an induction session to fully understand our ground rules, how to use our learning management system (Access), locate resources and your coursework. This induction is compulsory and can either be face-to-face or online. You will need to have a discussion with your assessor to negotiate and agree your learning and assessment plan. This is the opportunity to discuss your needs, targets, practical requirements (if applicable) and declare any prior learning you wish to be considered. Your assessor will draft your “Holistic Assessment Plan” which will reflect your needs, expectations and targets. The plan will also contain information about assessments and ground rules.

How long is the course? We are often asked how quick someone can complete this course? This depends on a number of factors, which includes your own commitment, time, assessment opportunities and the ability to study at a higher level. It will also help if you have evidence of prior learning and have access to resources that will enable you to actively participate in course activities. Learning partners joining the course with evidence of prior learning and credits will obviously be able to complete quicker than someone without. If you invest more time on the course such as 15 hours a week then you will most likely complete earlier compared to someone who commits only 2 hours for the same period. You will be expected to complete the course within 10 to 20 weeks. What can l do after completion? The qualification can be used in its entirety if you are a tutor or trainer. You can go on to complete the Level 5 Diploma in Education and Training or any other higher education course.

Pricing The cost of the course is advertised on our course web page:

https://www.vocationallearning.co.uk/cetctllscourse/

The cost of the course is currently £485 per candidate. You can also pay using a payment plan by making a


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deposit of £140 and three monthly instalments. Each instalment will be £140.

Assessment You will need to compile a portfolio of evidence . Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Vocational Learning encourages candidates to submit naturally occurring evidence from their work environment to demonstrate competency against the practical requirements of the course. We welcome other evidence such as prior learning and do not just rely on assignments. This can include records of communication, assessments, delivering lessons and participation in professional development activities. The assessment process will involve a range of methods such as prior learning, assignments, reflective accounts, witness statements, questioning observations of practice and work products. You will normally be expected to complete nine assignments, submit work based evidence and demonstrate at least 30 hours of teaching by the end of the course. This can include any recent teaching you have carried out as long you can prove you have indeed taught as claimed. If you are a holder of the Level 3 or 4 Preparing to Teach in the lifelong Sector (PTLLS) or the Level 3 Award in Education and Training you will be exempted from completing Unit 1. Vocational Learning occasionally offers in-house placements for candidates who have skills and expertise to teach on some of our courses. Candidates who wish to be considered for a placement will need to apply for one prior to enrolment. You will also be expected to be observed for a minimum, three hours, which should be recorded at least three times. Observations are expected to be a minimum 30 minutes long.

Learning Outcomes and Assessment Criteria of the Units Unit 1: Understanding roles, responsibilities and relationships in education and training

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the teaching role and responsibilities in education and training

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


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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.Understand ways to maintain a safe and supportive learning environment

2.1 Explain ways to maintain a safe and supportive learning environment 2.2 Explain the importance of promoting appropriate behaviour and respect for others

3.Understand the relationships between teachers and other professionals in education and training

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.

Unit 2: Planning to meet the needs of learners in education and training Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to use initial and diagnostic assessment to agree individual learning goals with learners

1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 1.2 Use methods of initial and diagnostic assessment to negotiate and agree individual learning goals with learners 1.3 Record learners’ individual learning goals

2.Be able to plan inclusive teaching and learning in accordance with internal and external requirements

2.1 Devise a scheme of work in accordance with internal and external requirements 2.2 Design teaching and learning plans which meet the aims and individual needs of all learners and curriculum requirements 2.3 Explain how own planning meets the individual needs of


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learners 2.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 2.5 Identify opportunities for learners to provide feedback to inform inclusive practice

3.Be able to implement the minimum core in planning inclusive teaching and learning

3.1 Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning 3.2 Apply minimum core elements in planning inclusive teaching and learning

4.Be able to evaluate own practice when planning inclusive teaching and learning

4.1 Review the effectiveness of own practice when planning to meet the individual needs of learners, taking account of the views of learners and others 4.2 Identify areas for improvement in own planning to meet the individual needs of learners

Unit 3: Delivering education and training Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements

1.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners 1.2 Create an inclusive teaching and learning environment 1.3 Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements

2.Be able to communicate with learners and other learning professionals to promote learning and progression

2.1 Analyse benefits and limitations of communication methods and media used in own area of specialism 2.2 Use communication methods and media to meet individual learner needs


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2.3 Communicate with other learning professionals to meet individual learner needs and encourage progression

3.Be able to use technologies in delivering inclusive teaching and learning

3.1 Analyse benefits and limitations of technologies used in own area of specialism 3.2 Use technologies to enhance teaching and meet individual learner needs

4.Be able to implement the minimum core when delivering inclusive teaching and learning

4.1 Analyse ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning 4.2 Apply minimum core elements in delivering inclusive teaching and learning

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

5.1 Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others 5.2 Identify areas for improvement in own practice in meeting the individual needs of learners

Unit 4: Assessing learners in education and training Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to use types and methods of assessment to meet the needs of individual learners

1.1 Explain the purposes of types of assessment used in education and training 1.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners 1.3 Use types and methods of assessment to meet the individual needs of learners 1.4 Use peer- and self-assessment to promote learners’ involvement and personal responsibility in the assessment for, and of, their learning


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1.5 Use questioning and feedback to contribute to the assessment process

2.Be able to carry out assessments in accordance with internal and external requirements

2.1 Identify the internal and external assessment requirements and related procedures of learning programmes 2.2 Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current 2.3 Conduct assessments in line with internal and external requirements 2.4 Record the outcomes of assessments to meet internal and external requirements 2.5 Communicate assessment information to other professionals with an interest in learner achievement

3.Be able to implement the minimum core when assessing learners

3.1 Analyse ways in which minimum core elements can be demonstrated in assessing learners 3.2 Apply minimum core elements in assessing learners

4.Be able to evaluate own assessment practice

4.1 Review the effectiveness of own assessment practice taking account of the views of learners and others 4.2 Identify areas for improvement in own assessment practice

Unit 5: Using resources for education and training Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to use resources in the delivery of inclusive teaching and learning.

1.1 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners. 1.2 Use resources to promote equality, value diversity and meet the individual needs of learners.


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1.3 Adapt resources to meet the individual needs of learners.

2.Be able to implement the minimum core when using resources in the delivery of inclusive teaching and learning.

2.1 Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning. 2.2 Apply minimum core elements when using resources for inclusive teaching and learning.

3.Be able to evaluate own use of resources in the delivery of inclusive teaching and learning.

3.1 Review the effectiveness of own practice in using resources to meet the individual needs of learners, taking account of the views of learners and others. 3.2 Identify areas for improvement in own use of resources to meet the individual needs of learners.

Unit 6: Developing, using and organising resources in a specialist area

Learning outcomes The learner will:

Assessment criteria The learner can:

1.Understand the purpose and use of resources in own specialist area

1.1 Explain the purpose of resources in teaching and learning 1.2 Evaluate the effectiveness of specific resources from own specialist area in meeting individual learning needs

2.Be able to develop and use inclusive resources in own specialist area

2.1 Analyse principles of resource design 2.2 Evaluate sources that inform resource development in own specialist area 2.3 Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area 2.4 Analyse ways in which resources can be adapted to enable an inclusive approach in own specialist area 2.5 Design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area 2.6 Employ resources to engage and meet the individual needs of learners in own specialist area

3.Understand how to organise and 3.1 Explain ways in which resources can be classified and stored


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enable access to resources 3.2 Review ways of sharing resources with other learning professionals

4.Understand legal requirements and responsibilities relating to the development and use of resources

4.1 Review legal requirements and responsibilities relating to the development and use of resources 4.2 Analyse the implications of intellectual property rights and copyright for the development and use of resources

5.Be able to evaluate own practice in relation to development and use of resources in own specialist area

5.1 Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area 5.2 Identify own strengths and areas for improvement in relation to development and use of resources in own specialist area 5.3 Plan opportunities to improve own skills in development and use of resources in own specialist area

Course Assessments (the 9 Assignments)

Assignment 1

In about 1000 words explain the teaching role and responsibilities in education and training. As part of your response discuss the importance of identifying and meeting needs, working with other professionals, boundaries and ways to promote equality and valuing diversity.

You will also need to discuss ways to maintain a safe and supportive learning environment and why it is important to promote appropriate behaviour and respect for others.

You need to end the assignment by describing points of referral to meet the individual needs of learners and summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

Review of Practice

In about 800 words review the effectiveness of your own skills particularly when planning, assessing, meeting individual needs of learners, using and designing resources. As part of your discussion outline how you take account of the views of learners and others.

Assignment 2

In about 1500 words analyse the benefits and limitations of technologies, communication methods, and media in own area of specialism. Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals


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Explain the purposes of types of assessment used in education and training.

Give a brief online of the internal and external requirements and related procedures of learning programmes of your specialist area. Analyse the effectiveness of resources, assessment methods, teaching and learning approaches used in your own area of specialism in relation to meeting the individual needs of learners.

Giving recent examples, explain the different ways in which teaching and learning plans can be adapted to meet individual learner needs. Explain how your planning meets individual learner needs and how you identify opportunities (during planning) for learners to provide feedback to inform inclusive practice.

End the assignment by analysing ways in which all minimum core elements can be demonstrated during planning, delivery, assessing, using resources to promote inclusive teaching and learning.

Assignment 3

In about 1500 words explain the purpose of resources in teaching and learning? Give examples of at least three resources used in your area of practice and evaluate their effectiveness when it comes to meeting needs.

Give examples of the resources you have made which involve new and emerging resources. Evaluate the sources, theories, principles, and models of inclusive curriculum development that inform your resources development?

You will also need to explain ways in which resources can be classified and stored? How can these resources be shared with other learning professionals?

Review legal requirements and responsibilities you have to follow when it comes to development and use of resources? In your response analyse the implications of intellectual property rights and copyright for the development and use of resources?

Reflective Account

Using the Reflective Account Template discuss how you have recently carried out the following activities:

• Carried out a diagnostic assessment to negotiate and agree individual learning goals with learners • Record learners’ individual learning goals and outcomes of assessments to meet internal and external

requirements • Use communication methods and media to meet individual learner needs • Use types and methods of assessment to meet the individual needs of learners • Use peer- and self-assessment to promote learners’ involvement and personal responsibility in the

assessment for, and of, their learning • Use questioning and feedback to contribute to the assessment process • Use assessment types and methods to enable learners to produce assessment evidence that is valid,

reliable, sufficient, authentic and current • Conduct assessments in line with internal and external requirements • Communicate assessment information to other professionals with an interest in learner achievement

to meet individual learner needs and encourage progression • Use resources to promote equality, value diversity and meet the individual needs of learners • Adapt resources to meet the individual needs of learners


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You should include examples, dates (where applicable) and any supporting evidence as part of your discussion.

Video Presentation

Plan for a presentation by Identify your strengths and areas for improvement when it comes to planning, assessing, meeting individual needs of learners, creating and using resources. As part of your plan discuss how you plan to address all the areas identified above that require improvement.

Using your plan make a video presentation lasting 10 to 20 minutes to discuss its contents.

Do not worry about the quality of the video as long as we can see and hear you. You can alternatively attend one of our face to face workshops in order to be filmed.

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