SEG Awards ABC Level 4 Certificate in Education and Training€¦ · The ABC Level 4 Certificate in...

C9530-C4 Issue 7.1

60113807 February 2020

SEG Awards ABC Level 4

Certificate in Education

and Training

Qualification Guidance

[60113807]

About Us At the Skills and Education SEG Awards (ABC)1 we continually

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support employers and skills providers to enable individuals to

achieve the skills and knowledge needed to raise professional standards across our sectors.

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information about learners already registered.

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Sources of Additional Information

The ABC website www.ABCawards.co.uk provides access to a wide variety of information.

Copyright

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,

without the prior permission of the publishers.

This document may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own

use.

1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding

organisation and part of the Skills and Education Group. Any reference to ABC Awards, its registered

address, company or charity number should be deemed to mean the Skills and Education Group

Awards.

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http://www.abcawards.co.uk/

Contents

Qualification Summary 1

Introduction 5

Aims 5

Target Group 5

Progression Opportunities 7

Unit Details 12

Recognition of Prior Learning (RPL), Exemption and Credit

Transfer

207

Certification 208

Glossary of Terms 209

This is a live document and as such will be updated when required. It

is the responsibility of the approved centre to ensure the most up-to-

date version of the Qualification Guide is in use. Any amendments

will be published on our website and centres are encouraged to check

this site regularly.

1

Qualification Structure and Content

ABC Awards Level 4 Certificate in Education and Training

Qualifications and Pathways

Level 4 Certificate in Education and Training

Assessment Internal assessment, internal and external

moderation

Grading Pass

Operational Start

Date 01/10/2013

Review Date 31/07/2021

Operational End Date

Certification End Date

ABC Sector Education and Training

Ofqual SSA Sector 13.1 Teaching and lecturing

Stakeholder Support

emCETT (East Midlands Centre for Excellence in

Teacher Training) and InTouch Care

Contact See ABC website for the Centre Support Officer

responsible for this qualification

2

Level 4 Certificate in Education and Training

Trainee Teachers/Trainers must achieve 36 credits (a minimum of 21 at

Level 4 or above).

This must include 21 credits from Mandatory Group A and 15 credits from

Optional Group B.

Unit Level Credit

Value

GLH

Mandatory Group A

Understanding roles, responsibilities and

relationships in education and training

[H/505/0053]

3 3 12

Planning to meet the needs of learners in

education and training [A/505/1189] 4 3 15

Delivering education and training [M/505/0122] 4 6 24

Assessing learners in education and training

[F/505/0125] 4 6 24

Using resources for education and training

[L/505/0127] 4 3 15

Optional Group B

Action research [T/503/5380] 5 15 50

Assess occupational competence in the work

environment [H/601/5314] (Learning and

Development unit)

3 6 30

Assess vocational skills, knowledge and

understanding [F/601/5319] (Learning and

Development unit)

3 6 30

Delivering employability skills [M/505/1089] 4 6 20

Effective partnership working in the learning

and teaching context [Y/503/5310] 4 15 50

Identify individual learning and development

needs [K/502/9544] (Learning and

Development unit)

3 3 24

Internally assure the quality of assessment

[A/601/5321]

(Learning and Development unit)

4 6 45

Manage learning and development in groups

[A/502/9550]


4 6 30

Preparing for the coaching role [J/505/0188] 4 3 15

3

Understanding and managing behaviours in a

learning environment [Y/505/1099] 4 6 20

Understanding the principles and practices of

internally assuring the quality of assessment

[T/601/5320]


4 6 45

Working with the 14-19 age range in the

learning environment [D/505/1105] 4 9 30

Units from the Award in English for

Literacy and Language Teaching

Analysing English language for literacy and

language teaching [J/503/4850] 3 3 15

Reading skills for literacy and language

teaching [R/503/4852] 3 3 15

Speaking and listening skills for literacy and

language teaching [D/503/4854] 3 3 15

Writing skills for literacy and language teaching

[K/503/4856] 3 3 15

Units from the Award in Mathematics for

Numeracy Teaching

Using mathematics: academic subjects

[T/503/4861] 3 6 30

Using mathematics: personal and public life

[A/503/4859] 3 6 30

Using mathematics: professional and vocational

contexts [F/503/4863] 3 6 30

Numbers in box brackets indicate unit number.

If trainees achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification.

Qualification

Purpose

D – Confirm Occupational Competence

Entry

Requirements

Age Range Pre 16 16 – 18 18+ 19 +

LARS Reference 60113807

4

Recommended

GLH2

140 (Minimum)

Recommended

TQT3

360

Credit Value

Type of Funding

Available See LARS (Learning Aim Rates Service)

Minimum

Qualification Fee See ABC website for current fees and charges

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC website for the current

fee charged per credit

Additional

Information

See ABC website for resources available for this

qualification.

2 See Glossary of Terms 3 See Glossary of Terms

5

Qualification Overview

Introduction

This qualification replaces the Level 3 Certificate in Teaching in the Lifelong

Learning Sector and the Level 4 Certificate in Teaching in the Lifelong

Learning Sector qualifications (CTLLS) introduced in 2007 and updated in

2011.

Aims

The ABC Level 4 Certificate in Education and Training aims to prepare

trainee teachers/trainers to teach in a wide range of contexts via:

Understanding the roles and responsibilities in relation to teaching

Understanding appropriate teaching and learning approaches

Planning, delivering and evaluating teaching sessions

Understanding the use of assessment methods and record keeping

It requires observation and assessment of practice.

Target Group

It can meet the needs of a range of trainees, including:

Individuals who are not currently teaching and training but who can meet

the practice requirements, including the observed and assessed practice

requirements, of the qualification;

Individuals who are currently teaching and training (including those who

have just begun teaching and training) who can meet the practice

requirements, including the observed and assessed practice

requirements, of the qualification;

Individuals currently working as assessors who wish to achieve a

teaching qualification.

Entry Requirements

All trainee teachers/trainers joining this qualification programme must be

age 19+ and should undertake an initial assessment of skills in English,

mathematics and ICT. They should record their development needs and,

6

where applicable, agree an action plan to address them. If trainee

teachers/trainers join the qualification programme having already

undertaken an initial assessment of their English, mathematics and ICT

skills, their record of development needs and any previous actions taken to

address them should be reviewed and updated as required.

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

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 teacher

education programmes (LLUK, 2007; updated LSIS, 2013).

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/trainers. The selected elements

should be delivered and assessed across the following mandatory units

Planning to meet the needs of learners in education and training (Level

4)

Delivering education and training (Level 4)

Assessing learners in education and training (Level 4)

Using resources for education and training (Level 4)

Requirements for personal skills in English, mathematics and ICT

elements

All trainee teachers/trainers joining this qualification programme should

undertake an initial assessment of skills in English, mathematics and ICT.

7

If trainees join the qualification programme having already completed a

Level 3 Award in Education and Training, their record of development needs

and any previous actions taken to address them should inform opportunities

to continue to develop their 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 and learners should be provided

with opportunities to develop these skills throughout a teacher/trainer

education programme. Teacher/trainer education teams should ensure that

the personal skills developed by trainees are those most appropriate for

their professional role as teachers/trainers.

Minimum Core Guidance (updated 2013)

http://www.excellencegateway.org.uk/node/12019

There are no other nationally agreed entry requirements.

ABC expects approved centres to recruit with integrity on the basis of a

trainee’s ability to contribute to and successfully complete all the

requirements of a unit(s) or the full qualification.

Progression Opportunities

Individuals who have achieved the Level 4 Certificate in Education and

Training and who are progressing to a Level 5 Diploma in Education and

Training should have their prior achievement recognised. Recognition of

prior learning (RPL) will apply between the mandatory credit from the

Certificate and the unit Teaching, learning and assessment in education and

training for the Level 5 Diploma in Education and Training. Trainees should

not be required to present further evidence other than that required to

demonstrate that their prior learning is at Level 4.

Individuals who have achieved the Level 4 Certificate in Education and

Training and who are progressing to HEI-accredited qualifications at Level 5

or above may have their Level 4 credit recognised in line with that HEI’s

arrangements for the recognition of prior learning.

Centres should be aware that Reasonable Adjustments which may be

permitted for assessment may in some instances limit a trainee’s

http://www.excellencegateway.org.uk/node/12019

8

progression into the sector. Centres must, therefore, inform trainees of any

limits their learning difficulty may impose on future progression.

Delivery and Assessment

All those delivering units and/or observing and assessing practice

should have all of the following:

teaching or training qualification

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

N.B. This does not include qualifications that only provide an introduction

to teaching, for example, the Level 3 Award in Education and Training or the

Level 3 or Level 4 PTLLS awards.

All those who assess the learning and development units for this

qualification must also:

already hold the qualification they are assessing (or a recognised

equivalent) 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

- Level 3 Award in Assessing Competence in the Work

Environment; or

- 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; and

show current evidence of continuing professional development in

assessment and quality assurance

All those who are involved with the internal quality assurance of the

learning and development units for this qualification must:

9

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:

- Level 3 Award in Assessing Competence in the Work

Environment; or

- 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:

- Level 4 Award in Internal Quality Assurance of Assessment

Processes and Practice; or

- 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; and

show current evidence of continuing professional development in

assessment and quality assurance.

Practice Component

The practice component itself is a vital component of high-quality initial

training.

There is a requirement for a minimum of 30 hours of practice for this

qualification.

There is no requirement to evidence working with groups of learners to

achieve this qualification unless units are undertaken which specify that

purpose. However, where trainee teachers/trainers are working solely with

individuals, a programme may also include support and preparation for

working with groups.

An 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

10

gaining subject-specialist knowledge through workplace mentoring

ITE providers should attempt to ensure that trainee teachers/trainers have

access to as many of these elements as possible during their teaching

practice.

Observed and assessed practice requirements

There must be a minimum of three observations totalling a minimum

of three hours.

This excludes any observed practice completed as part of the Level 3 Award

in Education and Training.

Any single observation must be a minimum of half an hour.

Observations should be appropriately spaced throughout the whole

programme and take into a provider’s ability to make a judgement about

whether a trainee teacher/trainer has met the required standard of practice

in an observation.

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 three observations

of practice. The three observations must be linked to the following

mandatory units

Delivering education and training (Level 4)

Assessing learners in education and training (Level 4)

Using resources for education and training (Level 4)

It is recommended that a holistic approach should be taken to observed and

assessed practice so that each observation and assessment of practice

enables trainee teachers/trainers to provide evidence for all of the three

units identified above.

Note that, to be eligible for the award of credit for any one of the above

three units, a trainee teacher must be able to provide evidence of a

minimum of one assessed observation of practice that meets the required

standard of practice. To be eligible for the award of credit for all three units,

a trainee teacher must be able to provide evidence of a minimum of three

11

assessed observations of practice that meet the required standard of

practice.

There are additional practice requirements for some optional units that

belong to the Education and Training suite, including observed and assessed

practice.

These requirements are in addition to the observed and assessed practice

requirements identified above for the mandatory units and are details are

included in the supporting Information for each unit.

For some optional units taken from the Learning and Development

qualifications, practice must be in a real work environment and in the

appropriate context with groups of learners or with individual learners. See

supporting information for each unit for details

N.B. 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.

Tutor/Assessor Requirements

We require those involved in the assessment process to be suitably

experienced and / or qualified. In general terms, this usually means that the

assessor is knowledgeable of the subject / occupational area to a level above

that which they are assessing.

Assessors should also be trained and qualified to assess or be working

towards appropriate qualifications.

Language

These specifications and associated assessment materials are in English

only.

12

Unit Details

13

Understanding Roles, Responsibilities and Relationships

in Education and Training

Unit Reference

H/505/0053

Level

3

Credit Value

3

Guided Learning

Hours

12

Unit Summary

The aim of this unit is to enable the trainee

(teacher/trainer) to understand the role and

responsibilities of a teacher/trainer in education

and training and the relationship between different

professionals in education and training

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.3)

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

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

2.1 Explain ways to maintain a safe and supportive

learning environment

14

and supportive


2.2 Explain why it is important to promote

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

15

Supporting Unit Information

H/505/0053 Understanding roles, responsibilities and

relationships in education and training – Level 3

Indicative Content

An indication of typical areas of learning include the following

Learning Outcome 1. Understand the teaching role and

responsibilities in education and training

1.1 Teaching role and responsibilities in education and training

The teaching role refers to the key things that a teacher/trainer is

expected to do e.g. the sort of activities listed in a job description.

Responsibilities may either relate to the role/s of the teacher/trainer

or to the various expectations placed on them by legislation,

regulations and codes as described in 1.2.

These could include

Concept of lifelong learning, the whole learner, facilitation of the

intellectual and social development of the learner

Distinction between teaching and training (similarities and

differences)

Teachers/trainers as managers of learning

Teachers/trainers as a role model and inspirational leader

Teachers/trainers as resource managers

Managing aspirations and stakeholders

1.2 Key aspects of legislation, regulatory requirements and codes

of practice relating to own role and responsibilities

Legislation refers to major Acts of Parliament detailing the law in a

particular area.

Regulatory requirements ‘flow’ from legislation and define what is

required, in practice, to conform with the law.

Codes of practice outline good or best practice as defined by an

employing institution or professional body.

It is the responsibility of the trainer to ensure coverage of latest

legislation, regulation and policy developments, for example

Richard Review

Wolf Review

Whitehead Review

Health and Safety and Safeguarding

Codes of Ethics

16

Codes of Conduct

Equality Act 2010

Public Sector Equality Duty

1.3 Ways to promote equality and value diversity to include

Understanding of the 9 protected characteristics from the 2010

Equality Act and how the Public Sector Equality Duty relates to

education providers

Learning resources available to support initiatives

Issues relating to language, presentation and preferences

Concept of positive discrimination

Setting examples and use of role models

Reviews of policies and practices

Citizenship

1.4 Importance of identifying and meeting individual learner needs

Reflect an understanding of the broader ‘individual needs’ that may

impact on learning (including, but not limited to ‘individual needs’)

Diagnostic tools to identify learners’ needs

Special needs and role of Special Educational Needs Support

Individual Learning Plans (ILPs)

Use of relevant tests e.g. numeracy and literacy, ICT

Learning Outcome 2. Understand ways to maintain a safe and

supportive learning environment

2.1 Ways to maintain a safe and supportive learning environment

Safe and supportive refers to both physical and psychological aspects

Trainees should be encouraged to explore

Definition and learner’s needs

Physical/environmental requirements including welcoming aspect,

access, health and safety, security

Use of technology and equipment

Safeguarding i.e. fostering emotional/psychological safety, trust and

respect

2.2 Promoting appropriate behaviour and respect for others to

include

Behaviour, punctuality, language, respect for others, active

participation in learning

Expected standards of behaviour

17

Reputation of the provider institution

Effects of bullying, harassment, abuse and violence

Learning Outcome 3. Understand the relationships between

teachers and other professionals in education and training

3.1 How the teaching role involves working with other

professionals

Scope and roles of other professionals (e.g. teaching specialists

(e.g.co-teaching roles for embedding maths, English and

technology), administrative or learning support staff,

mentors/coaches, social workers)

Explore links with these other professionals

3.2 Boundaries between the teaching role and other professional

roles

What distinguishes the roles of these other professionals from that

of teachers.

Requirements and boundaries of other professionals and their codes

of practice

Possible causes of friction and/or conflicts of interest

3.3 Points of referral to meet the individual needs of learners

Why and where learners might be referred

The range of help available

Referral processes

Liabilities and “ownership”

Teaching Strategies And Learning Activities

This theory unit should be used to allow trainee teachers to start on

programmes and achieve a unit without a practical teaching element. The

delivery of this unit does however need to relate closely to current best

practice.

For example in AC 1.3 trainees will need to ensure that they are able to

explain practical strategies (ways) of promoting equality and diversity and

not just refer to theories or principles of E & D.

Providers need to use the teaching and learning time to stimulate debate

amongst trainees wherever possible. The use of practitioners to enhance

delivery is to be encouraged.

18

Centres should adopt a delivery approach which supports the development

of their particular trainees. The aims and aspirations of all trainees, including

those with identified special needs, including learning difficulties/disabilities,

should be considered and appropriate support mechanisms put in place.

Methods Of Assessment And Evidence Of Achievement

This unit will be internally assessed, internally and externally moderated via

a trainee’s portfolio and other related evidence, against the unit outcomes

and assessment criteria.

Minimum requirements when assessing this unit

ABC expects that staff will be appropriately qualified to assess trainees

against the outcomes and criteria within the units. For this unit, the

requirements for assessors are laid out on pages 6 and 7 of this qualification

guide.

Evidence Of Achievement

All trainees must complete a portfolio of evidence that shows achievement

of all the relevant learning outcomes and assessment criteria

Centres will need to devise assessment tasks which should be practical

wherever possible.

These could be

A series of small separate tasks linked to the Assessment Criteria

or

A series of assignments addressing several criteria to enable a more

holistic approach to assessment,

Evidence presented is not prescribed for each learning outcome. It could

typically include

oral / written questions and answers

reports / notes

recorded evidence (video and/or audio)

case studies / assignment

essays

19

interview / discussion

This is not an exhaustive list and trainees should be encouraged to develop

the most appropriate evidence to demonstrate their achievement of the

learning outcomes and assessment criteria

Where trainees are asked to summarise, they need to provide a brief

explanation of the key points.

Where trainees are asked to explain, they make things clear including some

detail and at times may involve providing reason or cause

Where trainees are asked to describe, they need to give an account

including relevant characteristics/events

All evidence must be clearly signposted to relevant assessment criteria and

made available for the external moderator upon request

Additional Information

All internal assessments must be accompanied by a signed Declaration of

Authenticity (this document is available on the ABC web site)

Learner Achievement Checklists are provided on the ABC web site for

trainees/centres to track trainee achievement evidence against Learning

Outcomes and Assessment Criteria

Additional guidance for Delivering and Assessing ABC qualifications and

information about Internal Quality Assurance are also available on ABC’s web

site

Check ABC web site for further information

20

Planning To Meet the Needs of Learners in Education and

Training

Unit Reference

A/505/1189

Level

4

Credit Value

3

Guided Learning

Hours

15

Unit Summary

The aim of the unit is to enable the trainee to

agree individual learning goals with their learners,

to plan inclusive teaching and learning approaches

in accordance with internal processes and external

requirements, and to evaluate their own practice in

planning teaching and learning. It covers

expectations in relation to the minimum core in

planning inclusive teaching and learning

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

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

2.1 Devise a scheme of work in accordance with

internal and external requirements

21

learning 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 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


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

22


A/505/1189 Planning to meet the needs of learners in education

and training – Level 4

Indicative Content


Learning Outcome 1. Be able to use initial and diagnostic

assessment to agree individual learning goals with learners

1.1 Role and use of initial and diagnostic assessment in agreeing

individual learning goals

Mutual benefits of initial and diagnostic assessment

Planning initial assessment

Planning support – accuracy of needs diagnosis

Suitability of the system

Methods of initial assessment (e.g. multiple choice questions,

interviews, practical and computer tests, assignments, discussions)

Training in initial assessment

Learner involvement

Scope and characteristics of diagnostic assessment and overlap with

formative assessment

APL

Learning preferences

1.2 Use methods of initial and diagnostic assessment to negotiate

and agree individual learning goals

Use of tutor observations, self-assessment exercises, group

discussions, tutor one to ones, games and practical activities,

quizzes and questionnaires

Use and limitations of accuracy of assessment

Adequacy, validity, reliability, practicality and acceptability of

diagnostic assessment

Use of proprietary tests

Distinctions between diagnostic and competence assessment

Formal and informal diagnostic assessment settings

SMART objectives

1.3 Recording learners’ individual learning goals

Recording information

Formats

23

Learning Outcome 2. Be able to plan inclusive teaching and

learning in accordance with internal and external requirements

2.1 Devise schemes of work

Purpose and use of a scheme of work

Characteristics of an effective scheme of work – wider curriculum

factors (implications for work and society)

SMART targets and objectives

Prescriptions and priorities of topics being addressed

Specifications of reading and/or other work to be completed

Barriers to learning and accessibility

Resource requirements

Diversity constraints

2.2 Design teaching and learning plans

Characteristics of effective teaching and learning plans

Use of feedback

Use of materials

Sharing best practice

Engaging learners

Involving employers and other stakeholders

Quality improvement action plans

Teaching and learning methods (e.g. one to one, group)

2.3 Explain how planning meets the individual needs of learners

Time management

Clarity of objectives, teaching content, resources, assessment

Differentiation and inclusion issues, extension activities

2.4 Ways in which teaching and learning plans can be adapted

Scope for adaptation and special needs and impact upon others

Learning preferences and needs

Resource implications, use and constraints

Embedding functional skills

Extension activities

Models to increase the depth of learning e.g. Bloom’s Taxonomy

SMOG testing (McLaughlin formula/polysyllable count)

2.5 Identify opportunities for learners to provide feedback to

inform inclusive practice

Sources of formal and informal feedback (learners, self-reflection,

test scores)

Evaluation theory

24

Learning Outcome 3. Be able to implement the minimum core in


3.1 Ways in which minimum core elements can be demonstrated in


Apply the minimum core (of knowledge and understanding in

literacy, language, numeracy and ICT) when planning embedded

learning delivery

Learner support

Lesson planning

Learners’ levels and needs in English, Maths and Technology

SMOG testing (McLaughlin formula/polysyllable count)

Types of resources

3.2 Minimum core elements in planning inclusive teaching and

learning

Applying the minimum core of understanding and personal skills in

literacy, language, numeracy and ICT when planning inclusive


Signposting - referral

Learning Outcome 4. Be able to evaluate own practice when


4.1 Review the effectiveness of own practice

Characteristics of effective self-reflection

Sources and usefulness of feedback (learners, peers, awarding

organisations)

Self-reflection models (Rolfe et al ,Gibbs, Johns, Atkins & Murphy,

Brookfield)

Learner voice

Quantitative and qualitative information

Use of assessment outcomes in improving professional practice

4.2 Identify areas for improvement in own planning


organisations)

Meetings and networks to share best practice

Performance Review

SMART objectives

Action planning

25


In this unit, trainee teachers are required to put theory into practice to agree

learning goals with individuals, to plan inclusive teaching and learning

approaches in accordance with internal processes and external

requirements, and to evaluate their own practice in planning teaching and

learning. It covers expectations in relation to the minimum core in planning

inclusive teaching and learning.




should be considered and appropriate support mechanisms put in place

Methods Of Assessment



and assessment criteria




requirements for assessors are laid out on P7 of this qualification guide





wherever possible. These tasks could be put together into one overarching

assignment for the unit, or a series of smaller separate tasks


typically include

product evidence

26

observation reports


reports / notes

worksheets / workbooks

witness statements


photographic evidence - annotated

case studies / assignments















site


27

Delivering Education and Training

Unit Reference

M/505/0122

Level

4

Credit Value

6

Guided Learning

Hours

24

Unit Summary

The aim of the unit is to enable the trainee to use

inclusive teaching and learning approaches in

accordance with internal processes and external

requirements, to communicate with learners and to

evaluate own delivery practice. It provides the

trainee with understanding of how technology can

enhance teaching and learning and covers


delivering inclusive teaching and learning

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.2)

The learner can

1. Be able to use


learning approaches

in accordance with


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

28

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


2.3 Communicate with other learning professionals

to meet individual learner needs and encourage

progression

3. Be able to use

technologies in

delivering inclusive


3.1 Analyse benefits and limitations of

technologies used in own area of specialism

3.2 Use technologies to enhance teaching and


4. Be able to

implement the

minimum core when




can be demonstrated when delivering inclusive


4.2 Apply minimum core elements in delivering



own practice in



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

29


M/505/0122 Delivering education and training – Level 4

Indicative Content


Learning Outcome 1. Be able to use inclusive teaching and learning

approaches in accordance with internal and external requirements

1.1 Effectiveness of teaching and learning approaches used in own

area of specialism

Scope and characteristics of effective teaching and learning

approaches

Sources of feedback

Analytical techniques

1.2 Create an inclusive teaching and learning environment

Motivation theories (e.g. Vroom, Maslow, McGregor, Dweck)


Environmental factors to be taken into account

1.3 Demonstrate an inclusive approach to teaching and learning

Differentiation

Implications of inclusivity for lesson planning

Classroom management

Learning Outcome 2. Be able to communicate with learners and

other learning professionals to promote learning and progression

2.1 Benefits and limitations of communication methods and media

used

Written and verbal communication

Language limitations

Inclusive language

2.2 Communication methods and media to meet individual learner

needs

Choice of communication medium and its suitability for different

settings

2.3 Communicate with other learning professionals

Range of other professionals and their spheres of interest

Face to face and electronic communication

30

Learning Outcome 3. Be able to use technologies in delivering


3.1 Benefits and limitations of technologies used in own area of

specialism

Trainees’ levels of technological capability

SMOG (McLaughlin formula/polysyllable count)

Suitability of different technologies in a range of settings

Hard copy and computerised resources

3.2 Use technologies to enhance teaching and meet individual

learner needs


Managing cultural expectations

Safeguarding

Adapting resources for special needs purposes

Learning Outcome 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

Scope and requirements of the minimum core

Resource requirements and constraints

Communication strategies

Methods of assessment

Learner Learning Plans

4.2 Minimum core elements in delivering inclusive teaching and

learning

Maintaining an inclusive learning environment

Differentiated learning

Embedded approaches

Learning support

Feedback

Learning Outcome 5. Be able to evaluate own practice in delivering


5.1 Review the effectiveness of own practice


Sources of usefulness of feedback (learners, peers, awarding

organisations)


Brookfield)

Learner Voice

31



5.2 Areas for improvement in own practice

Sources of feedback including learners, self, peers, mentors, other

professionals


Performance reviews

SMART objective setting

Action planning


This unit combines theory and practice and should allow trainee teachers to

use inclusive teaching and learning approaches to communicate with

individuals and to evaluate their own delivery practice. It provides them with

an understanding of how technology can enhance teaching and learning and

covers expectations in relation to the minimum core in delivering inclusive

teaching and learning.

Delivery needs to relate to a real teaching and learning environment.









The learning outcomes must be assessed in a teaching and learning

environment.

Simulation is not permitted.

There is a requirement to observe and assess practice in this unit. To be

eligible for the award of credit for this unit, a trainee teacher must be able

32

to provide evidence of a minimum of one assessed observation of practice

that has met the required standard of practice.












typically include

product evidence

observation reports


reports / notes


witness statements




essays







33









site


34

Assessing Learners in Education and Training

Unit Reference

F/505/0125

Level

4

Credit Value

6

Guided Learning

Hours

24

Unit Summary


types and methods of assessment, to conduct and

record assessment in accordance with internal and

external processes and requirements and to

evaluate their own assessment practice. It covers


assessing learners in lifelong learning

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

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

35

1.5 Use questioning and feedback to contribute to

the assessment process

2. Be able to carry

out assessments in

accordance with


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


can be demonstrated in assessing learners

3.2 Apply minimum core elements in assessing

learners


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

36


F/505/0125 Assessing learners in education and training – Level 4

Indicative Content


Learning Outcome 1. Be able to use types and methods of

assessment to meet the needs of individual learners

1.1 The purposes of types of assessment used in education and

training

Synoptic, formative and summative

Purposes (feedback, reporting, diagnosis and special needs,

certification, selection, accountability, national comparison,

managing teaching processes, meeting learners’ needs assessment

of competence and knowledge, identifying goals)

1.2 The effectiveness of assessment methods

Forms of assessment: e.g. self and peer, observation, question and

answer, discussion, multiple choice questions, short answer, essays,

projects, coursework, examinations, practical activities, role play,

simulation,

worksheets, observation of tasks and participation/interaction

against external specifications and criteria

Evaluation methods and sources of information that confirm the

validity of assessment

1.3 Types and methods of assessment

Scope of assessment

Types of assessment (diagnostic, ipsative, formative, summative)

Suitability of different assessment methods for different purposes

Validity and reliability

1.4 Peer- and self-assessment to promote learners’ involvement

and personal responsibility in the assessment

Benefits of learner involvement in assessment (learners, providers)

Every Child (Learner) Matters

Nature of learner involvement

Learner involvement strategy

1.5 Use questioning and feedback to contribute to the assessment process

Use of feedback in learning and assessment

Advantages, disadvantages and risks associated with feedback

37

Questioning techniques

Learning Outcome 2. Be able to carry out assessments in

accordance with internal and external requirements

2.1 Internal and external assessment requirements and related

procedures of learning programmes

Purpose of internal and external assessment

Nature of internal and external assessment requirements

Sampling

Psychological tests

Diagnostic tests

On line systems

2.2 Assessment types and methods to enable learners to produce

assessment evidence that is valid, reliable, sufficient, authentic

and current

Validity

Reliability

Range of assessment methods

2.3 Conduct assessments

Nature of internal and external assessment requirements

Choice of assessment method

Sector requirements (where relevant)

National Standards for Teachers, Trainers and Tutors

2.4 Record the outcomes of assessments

Organisational recording requirements

Awarding body recording requirements

Regulatory recording requirements

2.5 Communicate assessment information to other professionals

Purpose and uses of communicating assessment information

Communication methods and media

Identifying relevant professionals

Data Protection Issues


assessing learners

3.1 Analyse ways in which minimum core elements can be

demonstrated in assessing learners

Scope and requirements of the minimum core – how minimum core

elements can be integrated and applied when assessing learners:

personal social and cultural factors influencing language, literacy,

numeracy and ICT learning and development and explicit knowledge

38

of language, the four skills of speaking, listening, reading and

writing, numeracy communication and processes, and ICT

Resource requirements and constraints

Communication strategies

Methods of assessment (e.g. that are inclusive for learners with

different literacy, language, numeracy and ICT abilities)

Individual Learning Plans (e.g. that include targets for literacy,

language, numeracy and ICT development and record progress in

these areas)

3.2 Minimum core elements in assessing learners

Maintaining an inclusive learning environment


Embedded approaches

Learning support

Feedback

Learning Outcome 4. Be able to evaluate own assessment practice

4.1 The effectiveness of own assessment practice


Brookfield)


Sources and usefulness of feedback (learner evaluation, peers,

awarding organisations)


4.2 Areas for improvement in own assessment practice

Sources of feedback including learner, self, peers, mentors, other

professionals


Performance reviews


Action planning


This unit combines theory and application in practice. The aim of the unit is

to enable the trainee teacher to use types and methods of assessment, to

conduct and record assessment in accordance with internal and external

processes and requirements and to evaluate their own assessment practice.

It covers expectations in relation to the minimum core in assessing learners

in lifelong learning.

39

Delivery needs to relate to a real teaching and learning environment.










environment.
















40


typically include

product evidence

observation reports


reports / notes


witness statements




essays















site


41

Using Resources for Education and Training

Unit Reference

L/505/0127

Level

4

Credit Value

3

Guided Learning

Hours

15

Unit Summary


resources in the delivery of inclusive teaching and

learning and to be able to evaluate that use. It

covers expectations in relation to the minimum

core in relation to using resources for inclusive


Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.2)

The learner can

1. Be able to use

resources in the

delivery of inclusive


1.1 Analyse the effectiveness of resources used in

own area of specialism in relation to meeting the


1.2 Use resources to promote equality, value

diversity and meet the individual needs of learners

1.3 Adapt resources to meet the individual needs

of learners

2. Be able to

implement the

minimum core when

using resources in the


can be demonstrated when using resources for


42

delivery of inclusive


2.2 Apply minimum core elements when using

resources for inclusive teaching and learning


own use of resources

in the delivery of


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

43


L/505/0127 Using resources for education and training – Level 4

Indicative Content


Learning Outcome 1. Be able to use resources in the delivery of


1.1 Effectiveness of resources used in own area of specialism in

relation to meeting the individual needs of learners

Range of hard copy and electronic resources, their advantages,

disadvantages and suitability in different settings

Sources of information and resources

Analytical and evaluation techniques

Learners’ levels and needs

SMOG (McLaughlin formula/polysyllable count)

1.2 Resources to promote equality, value diversity and meet the


Implications for the design and use of resources (equality,

presentation, language, readability, stereotyping)

Nature of resources – people, locations and facilities, equipment,

time, budgetary requirements

Sources of information and resources for promoting equality and

diversity

1.3 Adapting resources to meet the individual needs of learners

Identifying learner needs

Scope of adaptations

Special needs


using resources in the delivery of inclusive teaching and learning

2.1 Ways in which minimum core elements can be demonstrated

when using resources for inclusive teaching and learning

Requirements of minimum core

Range of opportunities for demonstrating delivery of the minimum

core (e.g. using resource cards during active learning, developing

readable, plain English hand outs, focussing on methods for working

out calculations within resources used, etc)

44

Highlighting literacy, language, numeracy and ICT explicit in

resources used

Recording

2.2 Minimum core elements when using resources

Inclusive learning


Embedded approaches

Learning Outcome 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

Self-reflection models (Rolfe et al ,Gibbs, Johns, Atkins and Murphy,

Brookfield)

Learner Voice




professionals


3.2 Identify areas for improvement in own use of resources


professionals


Performance reviews


Action planning


This unit combines theory and practice. The aim of this unit is to allow the

trainee teacher to use resources in the delivery of inclusive teaching and

learning and to be able to evaluate that use. It covers expectations in

relation to the minimum core in relation to using resources for inclusive

teaching and learning.

Delivery must relate to the real teaching and learning environment



45








environment.

















typically include

product evidence

observation reports


46

reports / notes


witness statements




essays















site


47

Action Research

Unit Reference

T/503/5380

Level

5

Credit Value

15

Guided Learning

Hours

50

Unit Summary

The unit aims to enable trainees to carry out action

research in an area of professional practice. It

includes understanding the nature and purpose of

action research, conducting action research and

presenting the outcomes. It also involves

evaluating own practice in relation to action

research

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Understand the

purpose and nature of

action research

1.1 Explain the purpose of action research

1.2 Analyse key features of the action research

process

1.3 Analyse the implications of a model of action

research

2. Be able to initiate

action research

2.1 Justify own choice of an area of practice for

action research

2.2 Plan a clear intervention strategy

48

2.3 Justify the choice and timescales of an

intervention strategy

2.4 Explain how ethical and political considerations

and issues of confidentiality will be observed in

practice

2.5 Implement a clear intervention strategy

3. Understand ways

of carrying out action

research

3.1 Evaluate methods for action research

3.2 Evaluate methods of collecting qualitative and

quantitative data

3.3 Review ways in which collected data may be

analysed

4. Be able to carry

out action research

4.1 Draw on selected literature relating to an area

of practice for action research

4.2 Justify own choice of methods selected for

action research

4.3 Collect data relating to an area of practice for

action research

4.4 Analyse data collected from action research

4.5 Present data collected from action research

4.6 Draw conclusions based on findings from

action research

5. Be able to present

the outcomes of

action research

5.1 Report own findings and conclusions from

action research

5.2 Justify own recommendations for action to be

taken based on conclusions from action research

49


own practice in

relation to action

research

6.1 Analyse the effectiveness of own practice in

relation to action research

6.2 Identify own strengths and areas for

improvement in relation to action research

6.3 Plan opportunities to improve own skills in

action research

50


T/503/5380 Action research – Level 5

Indicative Content


Learning Outcome 1. Understand the purpose and nature of action

research

1.1 Purpose of action research

Definition, scope and use of action research

Reasons for carrying out action research

History and evolution (Lewin, Revens, Petty, Somekh, Stenhouse,

Carr and Kemmis)

1.2 Key features of the action research process

Technical, partial and emancipatory action research

Research as a tool for improving professional practice

Practitioner involvement

Teacher as researcher

Individual and collaborative

Action research cycle

Learning Outcome 2. Be able to initiate action research

2.1 Own choice of an area of practice for action research

Individual needs

SMART objectives

Evaluation and success criteria

2.2 Plan a clear intervention strategy

Factors to be taken into account

Reconnaissance

Critical friends

2.3 Choice and timescales of an intervention strategy

The business case for action research

Interdependencies, risks and potential derailments

2.4 Ethical and political considerations and issues of confidentiality

Ethical principles of research

Ethnography

Ethical implications of action research projects

2.5 Clear intervention strategy

51

Project management techniques

Research skills

Learning Outcome 3. Understand ways of carrying out action

research

3.1 Methods for action research

Action research methods (observation schedules, audio/video

recordings, interviews, class records, statistical indicators, field

notes, analytical memos, sociometry, photographs, repertory grids,

questionnaires)

Triangulation

3.2 Methods of collecting qualitative and quantitative data

Scoping data needed

Primary and secondary data

Range of data collection methods (questionnaires, interviews, focus

groups, statistical returns, test scores, running trials, event

observation)

Validating data

3.3 Ways in which collected data may be analysed

Qualitative analysis

Interpretations of interviews, case studies and observations

Content analysis

Quantitative analysis (descriptive statistics)

Data validity and caveats

Data presentation

Learning Outcome 4. Be able to carry out action research

4.1 Draw on selected literature relating to an area of practice for

action research

Substantiating the need for change through a literature search –

theories, principles and models or evidence based practice

Sources of information

Identifying themes

Referencing sources

Principles of plagiarism

4.2 Justify own choice of methods selected for action research

Validity of action research methodology

Theories, principles and models of the process of action research

Links between research method(s) and research objectives

4.3 Collect data relating to an area of practice for action research

Caveats relating to data collection

52

Ethical and confidentiality issues

4.4 Analyse data collected from action research

Distinctions between quantitative and qualitative data

Correlation and causality

Generalisation and its risks

Induction and deduction

4.5 Present data collected from action research

Presentation of data (text, tables, charts, measures of central

tendency, levels of measurement, measures of dispersion, notion of

statistical significance, tests of difference etc)

4.6 Draw conclusions based on findings from action research

Caveats relating to interpretation of data

Potential risks of making over claims

Ecological validity

Experimental validity

Learning Outcome 5. Be able to present the outcomes of action

research

5.1 Report own findings and conclusions from action research

Conventions for research report presentation (content, style,

approach, headings)

Readership and the nature of their interest

Importance of noting caveats

5.2 Justify own recommendations for action to be taken based on

conclusions from action research

Implications of recommendations

Evidence

Validity

Learning Outcome 6. Be able to evaluate own practice in relation to

action research

6.1 Analyse the effectiveness of own practice in relation to action research

Technical rationality

Reflexive rationality

Identification of reasons for successes and failures

Identification of strengths and areas for development

Self-reflection models (Rolfe et al ,Gibbs, Johns, Atkins and Murphy,

Brookfield)


53


professionals Use of assessment outcomes in improving professional

practice

6.2 Identify own strengths and areas for improvement in relation

to action research

Analysis of the conduct of the research, its outcomes and lessons

learned


professionals

Performance reviews

6.3 Plan opportunities to improve own skills in action research

Scoping research topics and proposals


Sources of funding


In this unit, trainees will gain an understanding of what action research is.

They are required to plan carry it out and evaluate their own research in an

area of professional practice. They will need to be supported in this process.

Much of the work with learners will be on an individual basis













54








typically include

observation reports


reports / notes

witness statements


photographic evidence – annotated


essays













55



site


56

Assess Occupational Competence in the Work

Environment

Unit Reference

H/601/5314

Level

3

Credit Value

6

Guided Learning

Hours

30

Unit Summary

The aim of this unit is to assess a learning and

development practitioner’s performance in carrying

out assessments of occupational competence in a

work environment. This unit requires evidence of

using the following assessment methods

observation of performance in the work

environment

examining products of work

questioning the learner

discussing with the learner

use of others (witness testimony)

looking at learner statements

recognising prior learning

‘Practitioner’ means anyone with a learning and

development responsibility as the whole or a part

of their role

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Be able to plan the

assessment of occupational

competence

1.1 Plan assessment of occupational competence

based on the following methods • observation of performance in the work

environment • examining products of work

57

• questioning the learner

• discussing with the learner • use of others (witness testimony)

• looking at learner statements • recognising prior learning

1.2 Communicate the purpose, requirements and

processes of assessing occupational competence to

the learner

1.3 Plan the assessment of occupational

competence to address learner needs and current

achievements

1.4 Identify opportunities for holistic assessment

2. Be able to make

assessment decisions about occupational

competence

2.1 Use valid, fair and reliable assessment

methods including • observation of performance

• examining products of work • questioning the learner

• discussing with the learner

• use of others (witness testimony) • looking at learner statements

• recognising prior learning

2.2 Make assessment decisions of occupational

competence against specified criteria

2.3 Follow standardisation procedures

2.4 Provide feedback to learners that affirms

achievement and identifies any further implications for learning, assessment and progression

3. Be able to provide required information

following the assessment of

occupational competence

3.1 Maintain records of the assessment of occupational competence, its outcomes and learner

progress

3.2 Make assessment information available to

authorised colleagues

58

3.3 Follow procedures to maintain the confidentiality of assessment information

4. Be able to maintain legal and good

practice requirements when assessing


4.1 Follow relevant policies, procedures and legislation for the assessment of occupational

competence, including those for health, safety and welfare

4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, when

assessing occupational competence

4.3 Evaluate own work in carrying out assessments of occupational competence

4.4 Maintain the currency of own expertise and

competence as relevant to own role in assessing


59


H/601/5314 Assess occupational competence in the work

environment – Level 3

Indicative Content

An indication of typical areas of learning includes the following

Learning Outcome 1. Be able to plan the assessment of


1.1 Plan assessment of occupational competence based on the following methods

• Observation of performance in the work environment Assessment planning should only take place once the learner is

confident in the job role and after they have met any training or development needs. Evidence must come from real work activities.

Observation is often the method of assessment used with the assessor observing the learner carrying out practical activities.

Assessment needs to be against appropriate standards. • Examining products of work. These are records which are non-

confidential and generated by the learners individually or to which they have contributed. Examples include minutes of meetings, records

of information, photographs. • Questioning the learner. Questions may be asked orally or in

written form. The assessor should make full use of relevant oral

questions. In own words questions and all answers to be recorded. A bullet point answering approach can be adopted for oral questioning.

This can be used effectively linked into the observation of learner performance. Oral questioning can be used to confirm understanding

of activities observed and to assess relevant knowledge. • Discussing with the learner. Professional discussion between the

assessor and learner can take place. This should be in the form of a structured review of the learner’s practices. Suitable evidence can be

generated via a written summary or an audio tape. It is an effective method to question the learner’s knowledge and understanding of

practices, policies, procedures and legislation. • Use of others (witness testimony). Witness evidence from the

learner’s workplace can be effectively recorded via the use of witnesses. The assessor should confirm the status of the witness and

record this. Expert witnesses can supply additional evidence to

support the observations carried out by the assessor. • Looking at learner statements. Sometimes it might be difficult

for an assessor to observe a work activity or indeed it may rarely

60

occur and so reflective accounts are suitable forms of evidence. These

should be referenced with the units/learning outcomes/assessment criteria and they should be signed/dated by the learner and assessor.

• Recognising prior learning. Relevant prior experience can be used providing theory meets the requirements of the standards and is

authentic, current and valid. The assessor needs to check the original certificate and record what has taken place on a photocopy which is

then placed in the learner’s portfolio. The assessor needs to

check the content of all training undertaken. The evidence needs to be cross referenced with the units/learning outcomes/assessment criteria

and then signed/dated by the learner and assessor. 1.2 Communicate the purpose, requirements and processes of

assessing occupational competence to the learner The assessor should provide on-going help, support and guidance to

the learner but use of assessment opportunities should be made and if it is seen that the learner is doing work other than planned this can

still be assessed provided the learner is competent on the task and is happy to be assessed.

Assessment planning is a key part of the assessment process and the learner should be fully informed in agreeing methods to be assessed,

when and how assessment is to be carried out and what is to be assessed. This should be done verbally before completing the written

assessment plan and should be signed and dated by learner and

assessor for the audit trail. Normally this would be completed at the end of the session but it can be covered on the telephone. The

assessor should confirm the learner understands the assessment process and is happy for assessment to take place.

1.3 Plan the assessment of occupational competence to address learner needs and current achievements

The learner should be encouraged to have input into the assessment planning to promote feeling of ownership of the qualification and the

assessment process. The assessment plan should contain the following information – learner name, assessor name, date of assessment, the

location of the assessment, time, qualification title, unit and any special assessment arrangements, assessment details and methods of

assessment to be used to be indicated from observation, questioning, peer reports, product, accredited prior learning, projects, assignments

and simulation. The assessment plan should be signed and dated by

the assessor and learner prior to the assessment taking place. 1.4 Identify opportunities for holistic assessment.

The assessor and the registered learner need to discuss how the specific units and competence for a qualification are going to be

assessed. The learner should be fully informed in identifying appropriate assessment opportunities within the learner’s workplace.

The learner may well have a specific task to carry out and this may incorporate a number of assessment criteria relating to the

competence requirements of different units. The assessor should go

61

through the units in detail and identify specific learning outcomes and

assessment criteria which could be assessed holistically. Specific details should be recorded on the agreed assessment plan and this

should be signed and dated by the assessor and learner. The use of holistic assessment is cost effective and efficient thus encouraging

learners to achieve more quickly.

Learning Outcome 2. Be able to make assessment decisions about

occupational competence 2.1 Use valid, fair and reliable assessment methods including

• Observation of performance. Assessment evidence should come from competent performance in the learner’s workplace. Performance

evidence must be produced to meet all the assessment criteria in the units relating to competence. The assessor must produce a record of

every assessment observation and this is then placed in the learner’s portfolio. Opportunities should be taken to holistically assess and cross

reference evidence to the specific units and assessment criteria. • Examining products of work. The assessor may be able to check

the learner’s product evidence during visits to the learner’s workplace. Alternatively the learners may provide product evidence in the form of

photographs or videos. The assessor needs to discuss the evidence with the learner to establish its value and authenticity. The product

evidence should be cross referenced to the assessment criteria in the

units relating to competence. • Questioning the learner. The assessor may ask oral questions as

part of the assessment activities. The assessor should record the questions and the learner’s responses for the audit trail. This form of

questioning should be relevant to the practical activities being carried out. The learner may also be asked to answer written questions which

cover assessment criteria in the units relating to knowledge evidence requirements.

• Discussing with the learner. The assessor should plan and agree professional discussions as they can provide useful assessment

opportunities. There must be a detailed record of the discussions which could be in a written report, audio or video. However, in relation

to the audio or video, internal and external quality assurance needs to be informed of where to locate particular evidence on the tapes.

• Use of others (witness testimony). Witness testimonies provide

useful forms of evidence to fill gaps in the evidence if the assessor is unable to observe parts of the learner’s performance. The assessor

should establish the authenticity of the witness with specific details recorded.

• Looking at learner statements. Learners can provide reflective accounts of their work which can help to fill gaps in the evidence. The

assessor should establish the accuracy of the accounts via interviewing the learners and, if appropriate, colleagues. The evidence

62

must be valid and authentic if it is to be used. It should be cross

referenced to the units to ensure it is relevant. • Recognising prior learning. If learners have previously achieved

certificates from other qualifications they have achieved they can be put forward as evidence provided they are relevant, authentic and

current. They should be cross referenced to the relevant assessment criteria of the units currently in progress. It is required for the

assessor to check the original certificates and put a statement to this

effect on a photocopy of the certificate which is then placed in the portfolio.

2.2 Make assessment decisions of occupational competence against specified criteria

The assessor must only use the specified assessment criteria of the units of the qualification the registered learner is working towards.

The assessor must not introduce any additional assessment requirements over and above those laid down in the occupational

standards. It is essential the assessor does not over assess the assessment criteria – learners only have to provide evidence that they

have satisfied each assessment criteria once before it is signed off. 2.3 Follow standardisation procedures

Assessors should attend standardisation sessions with the other assessors at the centre and in addition where possible it is advisable

to attend awarding organisation events. Often at these events groups

of assessors are asked to judge the same evidence and identify examples of good and poor practice. The assessor should reflect on

this and then incorporate as much best practice as possible into his/her assessment activities. A standardised assessment approach

should be adopted by all assessors within a centre for the qualifications being delivered. This avoids learners being

disadvantaged or treated unfairly. 2.4 Provide feedback to learners that affirms achievement and

identifies any further implications for learning, assessment and progression

During review and feedback the assessor should explain the units/learning outcomes/assessment criteria that have to be covered

during the assessment. The assessor should go through in detail and provide constructive feedback including satisfactory or unsatisfactory

in a sympathetic and positive manner. Feedback should be verbal

backed up by written forms and retained in the learner’s portfolio. If further evidence is required this should be linked into further

assessment planning.

Learning Outcome 3. Be able to provide required information following the assessment of occupational competence

3.1 Maintain records of the assessment of occupational competence, its outcomes and learner progress

63

Assessment records should clearly show competence achieved and, if

appropriate, competencies still to be evidenced including any extra evidence required to confirm competence. If units have been

completed they should be signed off and cross referenced to the list of units achieved form. Records will be kept securely and disclosed only

to those with a legitimate claim to use them e.g. learner, internal quality assurance and external quality assurance. A learner’s

assessment may be spread over a period of time and it is vital none of

the assessment evidence goes missing. Learner assessment records that all centres must retain for three years for regulatory compliance

include who was assessed, where and when

the assessment decision

the assessment methods used for each unit

the location of the supporting evidence

3.2 Make assessment information available to authorised

colleagues Assessment information relating to registered learners must only be

made available to those who have a right to see it. These include the internal quality assurance staff when internal quality assurance

activities are required. The information must also be made available to the external quality assurance assessor when external quality

assurance activities are taking place. Assessment information must also be available to the regulatory bodies if this is requested.

Information will be recorded on the centre tracking system which is usually electronic nowadays. There should be a security system in

place to prevent the changing of records and evidence by

unauthorised people. Such systems must be user friendly for all systems users. Specific details relating to learner completion are

normally passed onto the centre administration who will then claim learner certificates.


Whilst it is the internal quality assessor who is responsible for maintaining record keeping on a regular basis and ensuring the

security and confidentiality of information, the assessor has a key role to play in this. Before the completed assessment records are stored

they are filled in on an on-going basis by the assessor and the learner and these need to be retained and kept confidential particularly as the

information specifically relates to the learner and the learner’s workplace. General consideration of commercial confidentiality needs

to be taken into account if access is required to the learner’s

workplace if it is different to the centre. The assessor needs to ensure professional conduct is in place on all visits to assess learners in the

workplace. Records stored within the centre may only be seen by those who have a right to see them. Data protection legislation needs

64

to be adhered to at all times. Learners need to know their

assessments are treated in confidence.

Learning Outcome 4. Be able to maintain legal and good practice

requirements when assessing occupational competence 4.1 Follow relevant policies, procedures and legislation for the

assessment of occupational competence, including those for health, safety and welfare

In carrying out an assessment on a registered learner all relevant centre policies and procedures need to be adhered to in order to

ensure the assessment is fair and learners are not disadvantaged. Assessment should take place in the learner’s workplace or in a

realistic work environment. A risk assessment of the assessment site and the specific task to be carried out needs to be in place. The

learner needs to have access to suitable machinery, tools and equipment where appropriate.

The learner and the assessor need to wear appropriate PPE for their

work. 4.2 Apply requirements for equality and diversity and, where

appropriate, bilingualism, when assessing occupational

competence

The assessor must adhere to the centre’s equal opportunities, equality

and diversity policy at all times when assessing learners. Every effort should be made to avoid discriminatory practices. Particular

assessment requirements of learners must be identified and met where possible. This is to ensure learners with particular requirements

have access to appropriate materials/equipment/facilities to support

them. Assessment must be made available to all those who have the potential to achieve the standards. Learners should be presented with

the disputes and appeals procedure and equal opportunities statement at induction. Learners should know where and what the policy and

practice is. There should be equality in terms of gender, age, racial origin, nationality, creed, sexual orientation, marital status,

employment status, disability or learning difficulty. Adequate mechanisms need to be in place to guarantee the consistency of

assessment decisions across languages of English and Welsh. Assessments carried out in a language other than English and Welsh

must provide clear evidence that the learner is able to achieve at the same standards required for a competent performance anywhere

throughout the UK. 4.3 Evaluate own work in carrying out assessments of occupational

competence Feedback can be obtained from learners, internal and

external quality assurers. The feedback may well highlight good practice and this should be maintained. However the feedback may

identify specific areas which need to be addressed. The assessor should reflect on this then aim to address the issues and take the

opportunity to get help, support and guidance from the internal quality

65

assurer. Attendance at quality assurance meetings will provide

opportunities to discuss the occupational standards and a standardised approach to assessment. They also provide opportunities for team

development which could include dissemination of best practice or to discuss approaches to solving problems. When assessors meet in this

way the quality of assessment often improves. 4.4 Maintain the currency of own expertise and competence as

relevant to own role in assessing occupational competence

In performing the assessor role, awarding organisation and standard setting body requirements need to be fully satisfied. Assessors need to

be occupationally competent at least one level up from the qualifications being assessed. Specific details will be checked by the

external quality assurer at the approval visit or on an external quality assurance visit if the assessor is new to the centre. The assessor then

needs to maintain occupational competence. Centres must provide appropriate training and development opportunities to enable

assessors to meet their responsibilities and gain a common understanding of relevant standards and other assessment

requirements. Assessors need to generate appropriate evidence of continuous professional development (CPD) and this needs to be

recorded on CPD logs. Appropriate staff development can include centre standardisation meetings, awarding organisation training

events and practical activities specifically relating to the occupational

sector.


In this unit trainees are required to implement the principles of good practice

that support the planning of assessment that is fit-for-purpose, appropriate

to a specific context, addresses specific learners’ needs through a range of

methods and meets the required standards.

Evidence needs to be generated from practice in a real work environment,

therefore delivery of the unit needs to relate to this.

The unit links with the following units

Understanding the Principles and Practices of Assessment [D/601/5313]

which appears in the following qualification

ABC Level 3 Award in Understanding the Principles and Practices of

Assessment 600/0169/0

and

Assess Vocational Skills, Knowledge and Understanding [F/601/5319]

which appears in the following qualifications

66

ABC Level 3 Award in Assessing Vocationally Related Achievement

600/0234/7

ABC Level 3 Certificate in Assessing Vocational Achievement

600/0167/7

Trainees will be working in a practical context that gives them the

opportunity to assess the occupational competence of their own learners

using the range of assessment methods identified, and justified, in the

knowledge unit, Understanding the Principles and Practices of Assessment

[D/601/5313]

Delivery needs to support trainees in planning and making assessment

decisions in order to share good practice and identify opportunities for

developing and improving their practice.

Trainees should be encouraged to focus on the use of assessment methods

that stimulate and encourage further learning. They need to use the

assessment tools to help evaluate their own performance as an assessor,

identifying opportunities for improvement. It is especially important to

recognise the role of assessment in enabling individual learners to feel

greater ownership of their own learning in a way that provides appropriate

support and guidance in accordance with the requirements of the

assessment process.

Trainees will need to have access to a wide range of assessment materials

and it would be beneficial if they could have the opportunity to discuss

assessment issues with more experienced colleagues. They should also have

access to current thinking regarding assessment via the internet,

professional journals etc.









67

The number of practice hours required and the number of hours to be

observed and assessed are not specified for this unit.

Evidence needs to be generated from practice in a real work environment.

The trainee assessor’s performance evidence must be assessed by

observation, examining the products of work and questioning/discussions.


observed and assessed are not specified for this unit. There needs to be

sufficient evidence of performance to meet the criteria for the unit. This

could vary from trainee to trainee

There must be valid, authentic and sufficient evidence for all the assessment

criteria. 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.

There must be evidence of the trainee assessor carrying out at least two

assessments of two learners’ occupational competence (four assessments in

total). This occupational competence must not be in assessment itself. In

other words, evidence for this unit must not come from assessing another

trainee assessor who in turn is assessing someone else.



against the outcomes and criteria within the units. Generally teaching staff

should be qualified and/or vocationally experienced to at least a level above

that which they are teaching.


All trainees must compile a portfolio of evidence that shows achievement of

all the relevant learning outcomes and assessment criteria.

Evidence is not prescribed but may include any or all of the following


direct observation

witness statement

68

reports / notes


recorded evidence (e.g. video or audio)

photographic evidence


other suitable supplementary evidence


reflective journals/diaries

The most appropriate evidence for the qualification should be used. This is

not an exhaustive list and other evidence is acceptable.

All evidence must be clearly signposted and made available for the external

moderator upon request.



Authenticity (this document is available on the ABC web site).

Additional guidance and advice to support these qualifications and units is

freely available to approved ABC centres in the secure area of the ABC web

site.

69

Assess Vocational Skills, Knowledge and Understanding

Unit Reference

F/601/5319

Level

3

Credit Value

6

Guided Learning

Hours

30

Unit Summary

The aim of this unit is to assess a learning and

development practitioner’s performance in carrying

out the assessment of vocational skills, knowledge

and understanding outside of the work

environment. Assessment methods include

assessments of the learner in simulated

environments

skills tests

oral and written questions

assignments

projects

case studies

recognising prior learning

The unit does not require the design of

assessments.



of their role.

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Be able to prepare assessments of

vocational skills,

1.1 Select methods to assess vocational skills, knowledge and understanding which address

learner needs and meet assessment requirements,

including

70

knowledge and

understanding

• assessments of the learner in simulated

environments • skills tests

• oral and written questions • assignments

• projects • case studies

• recognising prior learning

1.2 Prepare resources and conditions for the

assessment of vocational skills, knowledge and understanding

1.3 Communicate the purpose, requirements and

processes of assessment of vocational skills,

knowledge and understanding to learners

2. Be able to carry out assessments of

vocational skills, knowledge and

understanding

2.1 Manage assessments of vocational skills, knowledge and understanding to meet assessment

requirements

2.2 Provide support to learners within agreed limitations

2.3 Analyse evidence of learner achievement

2.4 Make assessment decisions relating to

vocational skills, knowledge and understanding against specified criteria

2.5 Follow standardisation procedures

2.6 Provide feedback to the learner that affirms

achievement and identifies any further implications

for learning, assessment and progression

3. Be able to provide required information

following the assessment of

vocational skills,

knowledge and understanding

3.1 Maintain records of the assessment of vocational skills, knowledge and understanding, its

outcomes and learner progress

3.2 Make assessment information available to

authorised colleagues as required

71


4. Be able to maintain legal and good

practice requirements when assessing

vocational skills, knowledge and

understanding

4.1 Follow relevant policies, procedures and legislation relating to the assessment of vocational

skills, knowledge and understanding, including those for health, safety and welfare

4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism

4.3 Evaluate own work in carrying out

assessments of vocational skills, knowledge and understanding

4.4 Take part in continuing professional

development to ensure current expertise and

competence in assessing vocational skills,

knowledge and understanding

Mapping to National Occupational Standards

Learning and Development NOS Standard 9: Assess learner achievement

72


F/601/5319 Assess vocational skills, knowledge and

understanding – Level 3

Indicative Content


Learning Outcome 1. Be able to prepare assessments of vocational

skills, knowledge and understanding

1.1 Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet

assessment requirements, including Assessments of the learner in simulated environments

The assessor needs to ensure that simulations are allowed as for many qualifications this is not the case. For some qualifications there is a

statement relating to the use of simulation which is in place for each unit. If simulation is allowed then this should be discussed in detail

with the internal quality assurer to clearly identify how simulation can effectively take place. Clearly the simulated environment needs to be

as realistic a work situation as possible. Assessors need to take into account

learner needs e.g. prior learning, current level of skills, knowledge,

understanding, specific learning, assessment needs

any specific requirements such as those of an organisation, the

awarding organisation, employers

Skills tests

Assessment methods used in relation to skills tests are primarily direct observation and where appropriate questioning. Appropriate physical

resources need to be in place for each specific skills test. For some units there will be no knowledge evidence requirements whilst for

others there may be specific knowledge evidence requirements. If questioning does take place it can either be oral or written.

Oral and written questions If oral questioning is used the assessor asks the questions and then

records the learner responses before marking the answers. A bullet

point answering approach can be adopted with the assessor ticking off appropriate learner responses. With a written questioning approach,

the learner needs to write down answers to questions which are then marked by the assessor. On completion of oral and written questions

assessor and learner need to sign and date the evidence. Assignments

73

Can provide specific evidence to satisfy assessment criteria and

knowledge evidence requirements. The assessor needs to ensure the assignments are relevant to the assessment standards and are cross

referenced effectively to the units. Use of assignments needs to be discussed and agreed with the internal quality assurer.

Projects The project approach to evidence generation is similar to the approach

used with assignments. The projects need to specifically relate to the

assessment standards and cross reference to units and assessment criteria. The use of projects needs to be discussed and agreed with the

internal quality assurer. Case studies

The case study approach to evidence generation is similar to that adopted for assignments and projects. Case studies need to be well

thought through and discussed and agreed with the internal quality assurer to ensure they are fully appropriate.

Case studies need to be relevant to the assessment standards and cross referenced to units and assessment criteria.

Recognising prior learning If a learner already has some competence this may be evidenced to

the assessor by demonstrating in the workplace, showing work products, using questions and providing relevant certificates. The

assessor should go through the evidence in detail and cross reference

to specific units and assessment criteria. If certificates are provided the assessor needs to see the originals and then record this as being

done on a photocopy which is located in the portfolio. 1.2 Prepare resources and conditions for the assessment of

vocational skills, knowledge and understanding In assessing a learner the assessor needs to ensure all the

requirements for the assessment are fully in place. This should be discussed in detail with the learner and then recorded on the

assessment plan which is then signed and dated by the learner and assessor prior to the assessment taking place.

On the day of the assessment the assessor needs to ensure all of the required assessment documentation is readily in place including the

occupational standards and the assessment plan. The relevant tools and equipment need to be in place and this includes

relevant PPE for both the learner and assessor. There should be a risk

assessment in place which the learner should be made fully aware of. If evidence is to come from other people in the learner’s workplace

they should also be made aware of the assessment and what is required of them.

Need to consider

the environment in which assessment will take place e.g. workplace,

rooming, laboratory, simulated environment, virtual learning

environment (VLE)

74

materials needed for specific assessment e.g. paper-based or online

tests, assignment brief, practical outline; materials required for

projects, case studies

conditions e.g. timing, staffing, access to ICT

learner preparation, e.g. support for specific learners as required

1.3 Communicate the purpose, requirements and processes of

assessment of vocational skills, knowledge and understanding to learners

Learners need to be aware of

standards/criteria against which they will be assessed e.g. awarding

organisation requirements, vocational skills, knowledge,

understanding

other specific requirements e.g. deadlines, venue, methods, testing

procedures, format for evidence, expected outcomes, opportunities

for feedback, benefits of assessment, appeals procedure;

requirements of the learner e.g. preparation, specific needs,

activity, evidence required

Some of this could be included in induction of the learner to the qualification at the beginning of the programme.

The assessor and learner can discuss and agree the units to be undertaken and the most appropriate methods of assessment which

can be used to satisfy the specific assessment criteria. Assessment planning can take place verbally and followed up with the

production of written assessment plans covering how the vocational skills and knowledge evidence requirements are going to be met.

Learning Outcome 2. Be able to carry out assessments of vocational skills, knowledge and understanding

2.1 Manage assessments of vocational skills, knowledge and

understanding to meet assessment requirements

In carrying out the assessment the assessor needs to

ensure everything required is readily available and the learner has been fully prepared and is happy for the assessment to proceed.

ensure health and safety issues are addressed as appropriate e.g.

appropriate PPE. brief the learner on how the assessment will be conducted and on

how the evidence will be generated be aware of organisational policies and procedures

timing and any specific issues when conducting assessments consider use of naturally occurring evidence

consider individual/group assessment Also ensure the learner is aware of the disputes and appeals

procedure. 2.2 Provide support to learners within agreed limitations

75

The assessor should provide the learner with an appropriate level of

help and support when it is required but should not lead the learner. Consider specific support needs e.g. language, literacy, visual,

auditory, physical

Consider availability of support e.g. specialist support for visual,

auditory impairments, translator for second, alternative language

Provide clarifications if the learner is unsure of how to proceed with an

assessment Consider health and safety concerns (in practical activity, the

assessment should be stopped if there are concerns and arrangements made to reassess the learner)

2.3 Analyse evidence of learner achievement

Assessor should record evidence against each of the assessment criteria.

Each assessment criteria only needs to be satisfied once and over assessment by the assessor must be avoided.

Assessor needs to make a judgement about sufficiency. A range of evidence can be employed e.g. learner work, performance

evidence, test results, responses to questioning, results, achievement

records, recording observation evidence

Check authenticity, validity, relevance Check meets with organisation and awarding organisation etc.

Once all of the assessment criteria of the learning outcomes have been satisfied the unit can be signed off by the learner and the

assessor noting the date the unit was achieved on appropriate tracking information

2.4 Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria

The assessment decisions made by the assessor must only be against the assessment criteria of the learning outcomes which make up the

units of the qualification the learner is registered for. The assessment decisions need to be accurate based on the generated

evidence being valid, authentic, current, sufficient and reliable. The assessor must take care not to over assess or add new

requirements over and above what is laid down in the assessment

standards to ensure that the learner will be disadvantaged and treated unfairly.

2.5 Follow standardisation procedures All members of the assessment team within a centre need to adopt a

standardised approach to the assessment of evidence in line with organisation assessment policies and procedures.

Also need to satisfy requirements of external organisations e.g. awarding organisation

The internal quality assurance has a key role to play in achieving this via observing each assessor assessing and sampling learner portfolios

of evidence covering all of the assessors.

76

The internal quality assurer should set up standardisation sessions

which all the assessors need to attend. The assessors could also attend awarding organisation training events

which have workshops sessions which identify good and poor assessment practices. Standardisation is essential to avoid learners

being disadvantaged and being treated unfairly. 2.6 Provide feedback to the learner that affirms achievement and

identifies any further implications for learning, assessment

and progression The assessor should provide the learner with both oral and written

feedback after assessments have taken place. This should highlight good practice and also issues which need to be addressed.

When providing feedback to the learner it should be positive and constructive delivered in a supportive atmosphere, involving the

learner actively in the process. Formal or semi-formal meetings should be held between the learner

and assessor to identify progress made by the learner and achievements against agreed assessment plans. They should identify

what has been successful and where additional learning and training opportunities are needed, how they will be provided and by

whom and when. These meetings also provide opportunities to agree the next stage in the assessment process and the development of new

assessment plans.

Learning Outcome 3. Be able to provide required information

following the assessment of vocational skills, knowledge and understanding

3.1 Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner

progress As the generated evidence is assessed on an on-going basis the

completed assessment documentation is put into learner portfolios of evidence or is recorded electronically. For each unit there should be

evidence which satisfies the assessment criteria related to learner performance and evidence which satisfies the knowledge and

understanding assessment criteria. Once the unit is complete it should be signed off by the learner and the assessor and the achievement

date recorded in an appropriate way.

Centres have a requirement to maintain assessment records independently of the learner portfolio.

If a learner portfolio does go astray the assessor records can be used to confirm the learner’s competence together with the learner’s

evidence records. The assessor has a key role to ensure the assessment records are fully maintained.

3.2 Make assessment information available to authorised colleagues as required

77

The portfolio of evidence is the property of the learner and remains

the property of the learner when he/she leaves the centre. The assessor and the learner work together on the generation of suitable

forms of evidence which are then assessed. Clearly this is accessible to both the learner and the assessor.

Others also require access to it i.e. the internal quality assurer to carry out internal quality assurance sampling and the external quality

assurer to carry out external quality assurance activities. It is essential

only those who have a right to access the assessment information are allowed to do so.

Consider recording systems and how information is communicated, selecting most appropriate e.g. think about use of technology,

electronic formats, team meetings, assessment or standardisation meetings.


The assessment information must remain confidential only to those who have a right to access it. Nobody else should have access to it.

The data protection act must be adhered to at all times. The learner needs to be assured the evidence produced remains confidential.

The assessor needs to maintain a professional approach at all times particularly in relation to assessments carried out in external work

places.

Need to follow organisational procedures regarding secure storage


requirements when assessing vocational skills, knowledge and

understanding

4.1 Follow relevant policies, procedures and legislation relating to

the assessment of vocational skills, knowledge and understanding,

including those for health, safety and welfare

The assessor needs to ensure organisational and awarding

organisation policies and procedures are adhered to at all times. These should have been provided to the assessor at the time of induction to

the role of assessor. The assessor should be fully aware of relevant policies and procedures

such as health and safety, equal opportunities, disputes and appeals, staff development, assessment and quality assurance.

The assessor needs to be fully aware of the data protection act. When carrying out assessments the assessor needs to ensure there is

an appropriate risk assessment in place for the assessment site and the task being carried out. Appropriate PPE needs to be worn by the

assessor and the learner during assessments if appropriate.

Policies should also deal with competence of assessors in relation to the area they are assessing e.g. occupational competence required.

Could consider CPD needs

78

4.2 Apply requirements for equality and diversity and, where

appropriate, bilingualism

The assessor must adhere to their organisation’s equal opportunities/equality and diversity policy. It is essential everybody

within the organisation is treated equally and fairly. A learner being assessed must not be disadvantaged and be asked to do more or less

than is required. The assessor should have been made aware of this during induction to the role and have disseminated the policy to

learners during induction to the qualification at the beginning of the

programme. There should be quality in terms of gender, age, racial origin,

nationality, creed, sexual orientation, marital status, employment status, disability or learning difficulty.

Adequate mechanisms need to be in place to guarantee the consistency of assessment decisions across the languages of English

and Welsh. Assessments carried out in a language other than English and Welsh must provide clear evidence that the learner is able to

achieve at the same standards required for a competent performance anywhere throughout the UK.

There should be flexibility in approach to planning of assessment and quality assurance to support learners e.g. negotiating timing, context,

providing additional resources where appropriate, recognising additional support needs, alternative approaches

4.3 Evaluate own work in carrying out assessments of vocational

skills, knowledge and understanding The assessor will be provided with verbal and written feedback from a

number of sources e.g. evaluation/feedback from learners, teachers, managers, internal quality assurers, external quality assurers, other

individuals and professionals, observation reports, outcome from appraisal, milestones.

The assessor should reflect on these forms of evidence to either maintain good practice or to improve practices if issues have been

identified. There may be standardisation issues and networking with other assessors is often seen as being beneficial.

Could look at following areas in evaluation self-assessment

evaluation of planning and carrying out of assessment SAR (Self-Assessment Review)

understanding of current occupational and awarding organisation

expectations learners’ achievements

monitoring and modifications, updating knowledge and occupational expertise, skills and self-confidence, developing technologies to

extend and enhance assessment process 4.4 Take part in continuing professional development to ensure

current expertise and competence in assessing vocational skills, knowledge and understanding

79

A key part of continuing to perform the role of assessor is to maintain

relevant competence. Consider

constraints and opportunities action planning to establish realistic goals and targets for own

occupational competence updating occupational expertise (this should be at a level at least

one above the level of qualification being assessed)

skills and self-confidence alternative approaches to assessment and modifications to

assessment plans changes in policies, procedures or regulations relating to

assessment technologies to develop and improvement of own assessing

CPD ( use of a log can be made use of during external quality assurance activities)

awarding organisation provision for professional updating

Relevant CPD activities include secondment into the workplace, technical

skills update training, awarding organisation training events, study relating

to job role, carrying out specific occupational tasks relating to the

qualifications, qualifications development work and attending relevant

courses.


In this unit trainees are required to implement the principles of good

practice that underlie the planning of assessment of vocational skills,

knowledge and understanding.

The unit links with the following units

Understanding the Principles and Practices of Assessment [D/601/5313]


ABC Level 3 Award in Understanding the Principles and Practices of

Assessment 600/0169/0

and

Assess Occupational Competence in the Work Environment [H/601/5314]


ABC Level 3 Award in Assessing Competence in the Work

Environment

ABC Level 3 Certificate in Assessing Vocational Achievement

600/0167/7

80

Trainees will be working in a practical context that gives them the

opportunity to assess the vocational skills, knowledge and understanding of

their own learners using the range of assessment methods identified, and

justified, in the knowledge unit, Understanding the Principles and Practices

of Assessment [D/601/5313]

Delivery needs to support learners in planning and making assessment

decisions in order to share good practice and identify opportunities for

developing and improving their practice.

Trainees should be encouraged to focus on the use of assessment methods

that stimulate and encourage further learning. They need to use the

assessment tools to help evaluate their own performance as an assessor,

identifying opportunities for improvement. It is especially important to

recognise the role of assessment in enabling individual learners to feel

greater ownership of their own learning in a way that provides appropriate

support and guidance in accordance with the requirements of the

assessment process.

Trainees will need to have access to a wide range of assessment materials

and it would be beneficial if they could have the opportunity to discuss

assessment issues with more experienced colleagues. They should also have

access to current thinking regarding assessment via the internet,

professional journals etc.









Evidence needs to be generated from practice in a real work environment.

The trainee assessor’s performance evidence must be assessed by

observation, examining the products of work and questioning/discussions.

81



be used to meet the requirements of more than one learning outcome or

assessment criterion. The number of practice hours required and the

number of hours to be observed and assessed are not specified for this unit.

There needs to be sufficient evidence of performance to meet the criteria for

the unit. This could vary from trainee to trainee but there must be evidence

of the trainee assessor carrying out at least two assessments of two learners’

skills, knowledge and understanding (four assessments in total).











direct observation

witness statement

reports / notes









not an exhaustive list and other evidence is acceptable



82






site.

83

Delivering Employability Skills

Unit Reference

M/505/1089

Level

4

Credit Value

6

Guided Learning

Hours

20

Unit Summary

The unit aims to enable trainees to deliver

employability skills sessions. It includes

consideration of the differences between

employability and employment skills; the personal

qualities, skills and techniques needed for the

delivery of employability skills; and how the

learning environment and personal presentation

influence the success of the delivery of

employability skills. It also includes delivering

employability skills and using techniques and

practices that reflect the workplace

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

The learner can

1. Understand the

differences between

employability skills

and employment

skills

1.1 Explain differences between employability

skills and employment skills

1.2 Explain the benefits to learners of having


2. Understand the

influence of personal

qualities and skills on

2.1 Analyse personal qualities and skills required

for the delivery of employability skills

84

the delivery of


2.2 Analyse the influence of personal presentation

on the success of the delivery of employability

skills

3. Be able to use

techniques, strategies

and practices that

reflect the workplace

in the delivery of


3.1 Review techniques for the delivery of


3.2 Review strategies used to transform training

areas to reflect a realistic working environment

3.3 Plan employability skills sessions that meet the

needs of learners; and reflect a realistic working

environment

3.4 Use selected techniques and strategies to

deliver employability skills sessions

3.5 Demonstrate ways to negotiate behavioural

parameters when using workplace practices with

learners


own delivery of


4.1 Evaluate the effectiveness of techniques,

strategies and practices used for the delivery of



improvement for the delivery of employability skills

85


M/505/1089 Delivering employability skills – Level 4

Indicative Content

An indication of typical areas of learning includes the following.

Learning Outcome 1. Understand the differences between

employability skills and employment skills

1.1 Differences between employability skills and employment skills

Scope and distinctions

Application (employers and elsewhere)

Components: assets, deployment, presentation, personal

circumstances in the labour market

Implications for careers advice

1.2 Benefits to learners of having employability skills

Characteristics of the labour market

Competition

Learning Outcome 2. Understand the influence of personal qualities

and skills on the delivery of employability skills

2.1 Personal qualities and skills required for the delivery of


Modelling employability skills – e.g. interpersonal, team working,

punctuality, assuming responsibility, work independently

Motivating learners

Facilitation and coaching

Current knowledge of the employment market

2.2 Influence of personal presentation on the success of the

delivery of employability skills

Teacher as role model

Standards of personal presentation in different industry sectors

including cleanliness, hygiene, jewellery etc)

First impressions (eg interviews)

Image presented by its employees and its effects on public

perceptions

86

Learning Outcome 3. Be able to use techniques, strategies and

practices that reflect the workplace in the delivery of employability

skills

3.1 Techniques for the delivery of employability skills

Teaching methods and delivery styles

Setting goals and parameters of learners’ independence

Sources of support and funding

Industry links

Supporting resources

3.2 Strategies used to transform training areas to reflect a realistic

working environment

Creating a suitable environment – health and safety issues

Modelling the workplace (facilities)

Use of external facilities

Resource implications and constraints

3.3 Plan employability skills sessions that meet the needs of

learners; and reflect a realistic working environment

Identifying learner needs

Balancing individual and group needs


Lesson planning

Resource requirements and plans

3.4 Techniques and strategies to deliver employability skills

sessions

Modelling the workplace (expectations, standards (quality of work,

presentation, volume outputs), targets, presentation, punctuality

etc)

Simulation and role play, industry input into the curriculum

Use of assignments and projects

Assessment methods

Follow up and further work

3.5 Ways to negotiate behavioural parameters when using

workplace practices with learners

Negotiation skills

Realistic working environment and its implications (eg

confidentiality, health, safety and security)

Employers expectations of behaviour and standards of work

Learning Outcome 4. Be able to evaluate own delivery of


87

4.1 Effectiveness of techniques, strategies and practices used for

the delivery of employability skills

Identification of reasons for successes and failures

Identification of strengths and areas for development


Brookfield)


Sources and usefulness of feedback including (learner evaluation,

peers, awarding organisations)


4.2 Own strengths and areas for improvement for the delivery of


Analysis of the conduct of the delivery of employability skills, its

outcomes and lessons learned


professionals


Performance reviews


Action planning


In this unit, trainees will gain an understanding of what is meant by the

terms employability and employment skills. They will explore techniques for

delivery of employability skills and they will then select and use techniques

relevant to specific individuals/groups for delivery.





Trainees are required to demonstrate their ability to deliver employability

skills and should be provided with opportunities to deliver to a range of

individuals and groups.


88







could vary from trainee to trainee.












typically include

product evidence

observation reports


reports / notes


witness statements




essays


89










trainee/centres to track trainee achievement evidence against Learning




site


90

Effective Partnership Working in the Learning and

Teaching Context

Unit Reference

Y/503/5310

Level

4

Credit Value

15

Guided Learning

Hours

50

Unit Summary

The unit aims to enable trainees to understand

effective partnership working in the teaching and

learning context. It includes understanding the

purpose and nature of partnership working and the

purpose, aims, objectives, structure and

management of a specific partnership.

It also involves communicating effectively within a

partnership and understanding the wider context

within which a partnership operates

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Understand the

purpose and nature of

partnership working

1.1 Explain reasons for partnership working

1.2 Review opportunities and challenges of

working within a partnership

1.3 Review models of partnerships

1.4 Explain ways of sustaining partnerships and

their outputs

91

1.5 Explain the need for ground rules and terms of

reference in partnership working

1.6 Justify the need for realistic timescales and

deadlines in effective partnership working

2. Understand the

purpose, aims and

objectives of a

partnership

2.1 Explain the purpose of a specific partnership

2.2 Identify the aims and objectives of a specific

partnership

3. Understand the

structure and

management of a

partnership

3.1 Review individual roles and responsibilities

within a specific partnership

3.2 Summarise the potential contribution of

stakeholders to a specific partnership

3.3 Identify boundaries of individual roles and

ownership issues within a specific partnership

3.4 Review resource implications for a specific

partnership and its individual members

3.5 Review how a specific partnership is managed

identifying potential management issues

4. Understand how to

measure and report

on a partnership’s

outputs

4.1 Summarise performance indicators used to

measure the effectiveness of a specific partnership

4.2 Review the effectiveness of a specific

partnership’s outputs drawing on valid and reliable

data

4.3 Summarise methods of presenting partnership

outputs to interested parties

92


communicate

effectively within a

partnership

5.1 Summarise methods for effective

communication between partners

5.2 Review the communication strategy of a

specific partnership

5.3 Review own communication methods and skills

as a partnership member

6. Understand the

wider context within

which a partnership

operates

6.1 Explain the potential impact of other

stakeholders and agencies relating to a specific

partnership

6.2 Summarise the impact of key government

policies and initiatives on a specific partnership

6.3 Review ways for a partnership to establish and

maintain communities of practice

93


Y/503/5310 Effective partnership working in the learning and

teaching context – Level 4

Indicative Content


Learning Outcome 1. Understand the purpose and nature of

partnership working

1.1 Reasons for partnership working

Lack of resources and/or expertise

Insufficient “critical mass” to enable single service delivery –

achieving economy of scale

Specialist requirements e.g. special needs

Work experience placements

Risks and benefits

1.2 Opportunities and challenges of working within a partnership

Opportunities:

Removal of barriers and problems

Providing consistent, coordinated and comprehensive service

Enhancement and pooling of services and resources

Expansion of services offered

Extended reach

Development of the whole person

Developing understanding of partners’ skills and offering

Development of a wider skills base

Challenges:

Common language

Tensions between partners’ objectives and/or values

Unequal balance of power

Insufficient resources

Lack of clear boundaries

Lack of time, resources, expertise, commitment

Misconceptions and previous negative experiences

1.3 Models of partnerships

Formal and informal partnerships

Communication, coordination, cooperation

Individuals, organisations, agencies

94

1.4 Ways of sustaining partnerships and their outputs

Openness, trust and honesty

Agreed shared goals and values

Regular communication between partners

Agreed targets, objectives and standards

Clarity of partners’ roles, responsibilities and share of resources

“Something in it” for each partner

1.5 Need for ground rules and terms of reference in partnership

working

Common understanding

Shared agenda and goals

Terms of reference / Service Level Agreements (SLAs)

Aims and objectives

Who might join the partnership

Management arrangements

Agreed mechanisms and protocols e.g. for management and

administration, procedures, training, conflict resolution, information

sharing, evaluation and reporting

1.6 Need for realistic timescales and deadlines in effective

partnership working

What is the purpose of the partnership? Goals, milestones,

deadlines, outputs and their uses

Realism of desired outcomes and timescales

Partnership life expectancy and exit arrangements

Learning Outcome 2. Understand the purpose, aims and objectives

of a partnership

2.1 Purpose of a specific partnership

What is the purpose of the partnership? Goals, milestones,

deadlines, outputs and their uses

Objectives, values and philosophies of the partners

Who are stakeholders?

Who/what already exists? Gap analysis

What value will the partnership create?

2.2 Aims and objectives of a specific partnership

Filling gaps in provision and/or enhancing provision

Leverage: maximising existing resources and expertise

Evaluation criteria and success criteria

95

Learning Outcome 3. Understand the structure and management of

a partnership

3.1 Individual roles and responsibilities within a specific

partnership

Governance and management structures

Roles of management, executive, governance

Sponsors and stakeholders and their needs

3.2 Potential contribution of stakeholders to a specific partnership

Who are stakeholders?

Who/what already exists? Gap analysis

What does the partnership deliver and what should it deliver?

Commitments to provide time, resources, expertise (start up and

on-going)

3.3 Boundaries of individual roles and ownership issues within a


Overlaps and gaps between roles and partnership “owners”

Tensions created by overlaps and gaps between roles and owners

Ownership of resources

Tensions created by different procedures of different partner

organizations

Conflict resolution techniques

3.4 Resource implications for a specific partnership and its

individual members

Copyright and intellectual property

Use of resources (procedures, policies and values)

Budgetary limitations

3.5 How a specific partnership is managed identifying potential

management issues

Risk identification and management techniques

Accountabilities

Clarity of the management chain

Learning Outcome 4. Understand how to measure and report on a

partnership’s outputs

4.1 Performance indicators used to measure the effectiveness of a


Establishing key performance indicators (KPIs): factors to be taken

into account; relevance and meaningfulness of KPIs; quality and

quantity measurement

4.2 Effectiveness of a specific partnership’s outputs drawing on

valid and reliable data

96

Concepts of validity and reliability

Methods of validating data

Control measurements

Measures of performance of achievements against objectives;

against historical performance; benchmarking against others

4.3 Methods of presenting partnership outputs to interested

parties

Identification of stakeholders and their needs

Methods and formats for presenting information about

achievements (e.g. Powerpoint presentations, formal reports,

charts, diagrams and graphs)

Explaining digressions from objectives and intentions

Learning Outcome 5. Understand how to communicate effectively

within a partnership

5.1 Methods for effective communication between partners

Agreed communication methods and frequency of communications

Purpose of communications, audiences

Partners’ and stakeholders’ information needs

5.2 Communication strategy of a specific partnership

Purpose of communications, audiences

Partners’ and stakeholders’ information needs

Use of different communication media to promote different

messages to different stakeholders

Features of an effective communication strategy

5.3 Communication methods and skills as a partnership member

Partnership “brand” and image – audience perceptions

Use and transfer of communication skills

Recognition of sponsors, partners and other contributors

Learning Outcome 6. Understand the wider context within which a

partnership operates

6.1 Potential impact of other stakeholders and agencies relating to

a specific partnership

Influence of partners’ policies, priorities and values on the

partnership

Potential for skewing role, purpose and objectives of the partnership

6.2 Impact of key government policies and initiatives on a specific

partnership

Impact of changes of policy and/or resourcing on the partnership

Potential for skewing role, purpose and objectives of the partnership

97

Impact of changes in funding to partnership activities, objectives,

priorities and timescales

Constraints imposed by funders and other agencies on the use of

funds

6.3 Ways for a partnership to establish and maintain communities

of practice

Networking arrangements

Use of internet websites and intranets

Newsletters

Conferences

Published press articles and papers


The unit aims to enable trainees to understand effective partnership working

in the teaching and learning context. It includes understanding the purpose

and nature of partnership working and the purpose, aims, objectives,

structure and management of a specific partnership.

It also involves communicating effectively within a partnership and

understanding the wider context within which a partnership operates.














98







typically include

observation reports


reports / notes




essays















site

99


100

Identify Individual Learning and Development Needs

Unit Reference

K/502/9544

Level

3

Credit Value

3

Guided Learning

Hours

24

Unit Summary

The aim of this unit is to enable a trainee to

conduct learning needs analysis for individuals,

demonstrating an understanding of the principles

and practices involved and agreeing priorities and

future options

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.2)

The learner can

1. Understand the

principles and

practices of learning

needs analysis for

individuals

1.1 Explain the principles and practices of learning

needs analysis for individuals

1.2 Analyse the factors that influence individual

learning needs, preferences and styles

1.3 Compare methods used to assess individual

learning needs

2. Be able to conduct

learning needs

analysis for

individuals

2.1 Agree the purpose, aims and methodology of

the learning needs analysis with individuals

2.2 Apply learning needs analysis methodology to

assess the individual’s current level of achievement

and potential

101

2.3 Analyse learning needs and communicate to

the learner

3. Be able to agree

individual learning

and development

needs

3.1 Agree and prioritise individual learning and

development needs

3.2 Advise individuals about learning and

development options to meet

learner priorities

learning preferences

learning styles

102


K/502/9544 Identify individual learning and development needs –

Level 3

Indicative Content


Learning Outcome 1. Understand the principles and practices of

learning needs analysis for individuals

1.1 The principles and practices of learning needs analysis for

individuals

Purpose and scope of learning needs analysis

Features and steps in the process

Timescales, delivery and resource implications

Budgetary implications

1.2 The factors that influence individual learning needs,

preferences and styles

Learning preferences and styles (Kolb, Honey and Mumford, Myers

Briggs)

Critical review of learning styles (Coffield)

Motivation theories (Vroom, Maslow, McGregor, Dweck)

Barriers to learning

1.3 The methods used to assess individual learning needs

Initial diagnostic assessment

Performance on initial and foundation programmes

Learning Outcome 2. Be able to conduct learning needs analysis for

individuals

2.1 Agree the purpose, aims and methodology of the learning

needs analysis with individuals

Planning initial assessment

Choosing methods of learning needs analysis (eg multiple choice

questions, interviews, practical and computer tests, assignments,

discussions)

Learner involvement

Scope and characteristics of diagnostic assessment and overlap with

formative assessment

103

2.2 Learning needs analysis methodology to assess the individual’s

current level of achievement and potential

Delivery implications of choice of methods of learning needs

analysis (eg multiple choice questions, interviews, practical and

computer tests, assignments, discussions)

2.3 Learning needs and communicate to the learner

Factors to take into account in providing feedback to learners

Interpretation of learning needs analysis data and their implications

Learning Outcome 3. Be able to agree individual learning and

development needs

3.1 Agree and prioritise individual learning and development needs

Negotiating learning objectives and programmes of work with

learners

Agreeing priorities for meeting learning and development needs

Timescale and resource constraints

Monitoring and reviewing progress

Assessment

3.2 Advise individuals about learning and development options to

meet: learner priorities, learning preferences, learning styles

Range of learning interventions and resources, their advantages,

disadvantages and constraints in different circumstances

Tailoring choice of learning interventions and resources to meet

preferred learning preferences










104

This unit assesses occupational competence and requires trainee teachers to

be assessed in a real work environment.
















typically include

product evidence

observation reports


reports / notes


witness statements




essays





105







learners/centres to track trainee achievement evidence against Learning




site


106

Internally Assure the Quality of Assessment

Unit Reference

A/601/5321

Level

4

Credit Value

6

Guided Learning

Hours

45

Unit Summary

The aim of this unit is to assess the performance of

a learning and development practitioner with

responsibility for the internal quality assurance of

assessment

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.4)

The learner can

1. Be able to plan the

internal quality

assurance of

assessment

1.1 Plan monitoring activities according to the

requirements of own role

1.2 Make arrangements for internal monitoring

activities to assure quality

2. Be able to

internally evaluate

the quality of

assessment

2.1 Carry out internal monitoring activities to

quality requirements

2.2 Evaluate assessor expertise and competence in

relation to the requirements of their role

2.3 Evaluate the planning and preparation of

assessment processes

2.4 Determine whether assessment methods are

safe, fair, valid and reliable

107

2.5 Determine whether assessment decisions are

made using the specified criteria

2.6 Compare assessor decisions to ensure they are

consistent

3. Be able to

internally maintain

and improve the

quality of assessment

3.1 Provide assessors with feedback, advice and

support, including professional development

opportunities, which help them to maintain and

improve the quality of assessment

3.2 Apply procedures to standardise assessment

practices and outcomes

4. Be able to manage

information relevant

to the internal quality

assurance of

assessment

4.1 Apply procedures for recording, storing and

reporting information relating to internal quality

assurance

4.2 Follow procedures to maintain confidentiality of

internal quality assurance information

5. Be able to maintain

legal and good

practice requirements

when internally

monitoring and

maintaining the


5.1 Apply relevant policies, procedures and

legislation in relation to internal quality assurance,

including those for health, safety and welfare

5.2 Apply requirements for equality and diversity

and, where appropriate, bilingualism, in relation to

internal quality assurance

5.3 Critically reflect on own practice in internally

assuring the quality of assessment

5.4 Maintain the currency of own expertise and

competence in internally assuring the quality of

assessment

108


A/601/5321 Internally assure the quality of assessment – Level 4

Indicative Content


Learning Outcome 1. Be able to plan the internal quality assurance

of assessment

1.1 Plan monitoring activities according to the requirements of

own role

Internal quality assurance is the process of monitoring assessment

practice to ensure assessment decisions are consistently accurate.

The role covers

monitoring the conduct of the assessment

sampling learner evidence to ensure assessment decisions are

appropriate

ensuring the quality of the systems and procedures used for

assessment and internal quality assurance procedures

providing assessors with support and advice

ensuring that assessment and internal quality assurance records are

up to date

generating information and records to be used for analysis by the

centre and awarding organisation

The internal quality assurance within a centre for each qualification

needs to be planned and a strategy developed.

This needs to cover internal quality assurance observations and

portfolio sampling to ensure that the assessment decisions are valid

and correct.

Planning arrangements need to be agreed at the beginning of the

programme and internal quality assurance should take place

throughout the assessment process rather than just at the end.

Needs to identify

timings and context e.g. per assessment, at planning stage, on-

going/interim or final, per module, termly, annually, intervention

range of methods e.g. observation, examination of product,

questioning, witness statements, self-assessment; information

collection, interrogation/analysis of data collected

109

1.2 Make arrangements for internal monitoring activities to assure

quality

Internal quality assurance should be carried out rigorously to ensure

the assessment practices are appropriate and sound leading to

consistent and valid assessment decisions over a period of time for all

learners. The internal quality assurer needs to agree with the

assessment team the activities to be undertaken. This could be done

verbally and followed up electronically or in written form.

Internal quality assurance arrangements should include

observing ( best practice: each assessor at least twice per year )

sampling learner portfolios of evidence at the formative stage of

development and covering all learners and each unit assessed

across the qualification

summative internal quality assurance of portfolios of evidence

planned quality assurance meetings

planned standardisation initiatives

The internal quality assurer should make sure the learners sampled

are fully aware of the process and their involvement in it.

Learning Outcome 2. Be able to internally evaluate the quality of

assessment

2.1 Carry out internal monitoring activities to quality requirements

The internal quality assurer carries out internal quality assurance

activities throughout the programme including

ensuring the assessors within the team meet requirements required

by agencies such as awarding organisations

ensuring the assessment practices within the team meet standards

(national, awarding organisations etc.)

checking the decisions made by the assessors and the evidence

provided by the learners fully satisfies the required standards via

observation of assessors and portfolio sampling

ensuring up to date assessment documentation is completed as

required by the organisation and others e.g. awarding organisation

requirements

checking that the feedback provided to learners is appropriate and

constructive

ensuring that assessment and internal quality assurance records

meet the requirements of the organisation and others such as

awarding organisations

ensuring that if any disputes and appeals occur these are effectively

dealt with and records can be provided

110

ensuring all learners being assessed have equality of access

ensuring any certification requests to the awarding organisation are

fully appropriate

2.2 Evaluate assessor expertise and competence in relation to the

requirements of their role

In monitoring assessment practice, the internal quality assurer needs

to be fully aware of the assessor’s expertise and competence to make

assessment decisions.

The assessor should be occupationally competent at a level one up

from the qualification he/she is assessing.

The internal quality assurer is responsible for ensuring the assessors

continue to meet the requirements for assessor competence by

checking how they plan assessments, judge the evidence generated,

question learners and provide feedback. This could be by

observation/discussion.

The internal quality assurance process should be able to identify

problems and solve them at an early stage before the learner has

completed.

If the assessor is working towards an assessor qualification, the

internal quality assurer should ensure a qualified occupationally

competent assessor is checking and countersigning decisions made by

the assessor.

In ensuring the assessor is competent to assess against the required

standards the internal quality assurer should

check that the evidence signed off by the assessor is sufficient.

observe a range of assessment activities and witness the feedback

provided as appropriate

observe summative assessment activities between the assessor and

the learner as appropriate

carry out standardisation exercises with a group of assessors

2.3 Evaluate the planning and preparation of assessment

processes

The internal quality assurer should be checking assessment plans

during observation of an assessor assessing learners and when

checking evidence generated in portfolios for units of the qualification.

Can look at

cost effectiveness of evidence generation

utilisation of a range of assessment opportunities to include witness

testimony

the use of appropriate holistic approaches to assessment

learner involvement in planning

111

audit trails in the assessment plans e.g. signing and dating of

agreement to plans and outcomes

clarity of what is to be assessed ,and when e.g. specific units to be

assessed, date and time of assessment, location, any special

assessment requirements

2.4 Determine whether assessment methods are safe, fair, valid

and reliable

An organisation needs to have written internal quality assurance

procedures in place to ensure the accuracy and consistency of the

assessment decisions made by the team of assessors.

The internal quality assurer needs to

sample learner evidence and check the most appropriate methods of

assessment are being used. It is essential the assessors consistently

and accurately interpret and apply the required standards

check that assessment is conducted in the most appropriate

environment in relation to the required standards e.g. learner’s

workplace or in a realistic work environment

the use of an appropriate range of assessment methods

check that over assessment is not occurring

check that cross referencing is appropriately taking place

check the assessment decisions made by the assessor are recorded

efficiently, effectively and accurately

Sampling of evidence will occur via the internal quality assurer

observing the assessor assessing learners and by checking portfolios

of evidence to ensure the assessment methods are safe, fair, valid and

reliable. The internal quality assurer can also interview learners to

check that they were happy with how they were assessed. Issues

identified with the conduct of assessment should be discussed at

quality assurance meetings or incorporated into standardisation

events.

The minutes of meetings or standardisation programmes should be

available to be checked by the external quality assurer as appropriate.

2.5 Determine whether assessment decisions are made using the

specified criteria

Internal assurers must be aware of the specific criteria against which

assessment decisions are being made.

They need to check that any evidence of achievement which has been

assessed clearly relates to specific criteria. This may include

observation of the assessor assessing learners

sampling of learner portfolios of evidence

2.6 Compare assessor decisions to ensure they are consistent

112

The internal quality assurer should ensure the sample includes

assessment decisions made on the same units by different assessors.

A comparison should be made to ensure a consistent approach has

been adopted by the assessment team.

If there is a lack of consistency this creates the opportunity for a

standardisation exercise to be held with a group of assessors who are

each asked to judge the same evidence. This enables comparisons to

be made and discussions can be held relating to naturally occurring

evidence, effective and efficient cross referencing and whether

assessment decisions are recorded accurately.

If appropriate, internal assurers might wish to observe different

assessors assessing the same unit can also be used as a comparison

to ensure a consistent approach has been adopted by the assessment

team.

Learning Outcome 3. Be able to internally maintain and improve

the quality of assessment

3.1 Provide assessors with feedback, advice and support, including

professional development opportunities, which help them to

maintain and improve the quality of assessment

Monitoring of assessment practices by the internal quality assurer

creates the opportunity to provide assessors with clear and

constructive feedback and where appropriate agree training and

development needs.

Range of feedback e.g. one to one, written and verbal, formal and

informal, online, team meetings, staff review

In providing feedback the internal quality assurer needs to ensure

objectivity in feedback

feedback is positive and where appropriate includes identification of

good practice as well as constructively identifying areas for

improvement

actions are fully agreed between the assessor and internal quality

assurer

the assessor is fully aware of why an action plan needs to be in

place

feedback is constructive at all times and includes suggested

solutions to resolve the issues identified

feedback provided to the assessor is not given in front of the

learners so as not to embarrass the assessor or to diminish the

learner’s confidence in the assessor

113

Forms of support available include from colleagues, mentor, line

manager, quality manager, specific subject or additional needs

support (functional skills), CPD

3.2 Apply procedures to standardise assessment practices and

outcomes

The internal quality assurer’s responsibilities include ensuring that

assessors continue to meet the requirements for assessor competence

as laid down by the appropriate organisation e.g. internal procedures,

awarding organisations, Sector Skills Council requirements.

This can be done via monitoring activities including observing the

assessor assessing learners. This enables the internal quality assurer

to check how the assessor plans assessments, judges evidence,

questions learners and provides feedback. If issues are identified

these can be resolved at an early stage before the learner completes.

It is essential that all members of the assessment team assess to the

same standards to avoid disadvantaging the learners. The internal

quality assurer could set up standardisation sessions attended by the

assessors who could look at the same pieces of evidence. They could

be asked to consider the following

Is evidence generation cost effective

Is naturally occurring evidence in place

Are learners being over assessed

Is effective cross referencing in place

Are the assessment decisions recorded effectively, efficiently and

accurately

Records should be generated from these sessions as evidence of

continuous professional development (CPD).

Learning Outcome 4. Be able to manage information relevant to the

internal quality assurance of assessment

4.1 Apply procedures for recording, storing and reporting

information relating to internal quality assurance

The internal quality assurer is responsible for co-ordinating the

documentation and records used by the assessment team at the

centre. At all times the data protection act should be adhered to and

the records and information should be securely stored.

The following are examples of the records which should be in place

and securely stored

assessment schedule planner

learner records - registration and enrolment dates, registration

numbers, units achieved, learner progress

114

assessor records - occupational and assessor qualifications

physical resources - assessment locations, security of tenure

agreements, inventory lists

minutes of meetings - quality assurance and standardisation

assessment records - names of learners and assessors, location and

outcomes of assessment and location of evidence

internal quality assurance records - sampling strategy, sampling

plan, records of assessment samples, report/feedback forms

certification records - requests for certification and copies of

certificates

disputes and appeals - records

external quality assurance - visit planners and report forms

4.2 Follow procedures to maintain confidentiality of internal

quality assurance information

Records need to be securely stored and confidentiality needs to be

fully in place. This should follow organisational procedure.

Only those who have a right to see the information may do so. If

access is required to external workplaces commercial confidentiality

needs to be taken into account.

The internal quality assurer needs to make sure all of the assessment

team conduct themselves professionally when assessing learners away

from the centre.

Data protection legislation must be adhered to at all times.

The internal quality assurer disseminating the need for confidentiality

could be evidenced in minutes of quality assurance meetings.

Consideration needs to be given to security and safety of paper-based

records, electronic formats for recording and storage and electronic

safeguards.


requirements when internally monitoring and maintaining the


5.1 Apply relevant policies, procedures and legislation in relation

to internal quality assurance, including those for health, safety

and welfare

In carrying out sampling of learner evidence and assessment decisions

the internal quality assurer needs to check that relevant policies and

procedures and legislation are being satisfied.

If offering a qualification, this information would form part of the

centre approval process but centres need to continually monitor and

update when appropriate.

115

This is particularly important in relation to issues such as health and

safety.

For example in relation to practical assessments, the internal quality

assurer should carefully check that appropriate risk assessments are

in place and the correct PPE is being worn by learners and where

appropriate by assessors during observed assessments and also when

sampling video and photographic evidence. In addition the internal

quality assurer needs to ensure tools and equipment are suitable and

well maintained.

These aspects can be monitored by discussion at quality assurance

meetings and the minutes made available for the external quality

assurer to inspect.

5.2 Apply requirements for equality and diversity and, where

appropriate, bilingualism, in relation to internal quality

assurance

Organisations should have an equality and diversity policy which will

have been checked during the approval process. This needs to be

monitored and updated as appropriate.

The internal quality assurer needs to ensure learners are fairly

assessed. The internal quality assurer has a key role to play by

providing assessors with guidance and support to ensure they don’t

discriminate against their learners either intentionally or

unintentionally

ensuring that the assessment and recording methods do not

introduce requirements which are not part of the national standards

checking that if individual learners have special assessment

requirements the assessor adopts a more flexible approach to meet

these requirements

including monitoring of the equal opportunities policy within quality

assurance meetings which are minuted

ensuring assessment opportunities are available to all the assessors

so that particular groups of people are not discriminated against

Assessment opportunities must be made available to all learners who

have the potential to achieve the standards.

Regarding assessment for qualifications, it is the responsibility of the

awarding organisation to ensure that adequate mechanisms are in

place to guarantee the consistency of assessment decisions across the

English and Welsh languages. Assessments carried out in a language

other than English and Welsh must provide clear evidence that the

learner is able to achieve at the same standards required for a

competent performance anywhere throughout the UK.

116

5.3 Critically reflect on own practice in internally assuring the


In carrying out internal quality assurance activities feedback should be

encouraged from learners and assessors sampled to ensure they are

happy with how it is being conducted.

The internal quality assurer should reflect on this feedback. If good

practice is identified then this should be maintained. If issues are

identified these should be worked on with the aim of improving

performance and ensuring internal quality assurance is carried out

fairly, accurately and consistently.

The internal quality assurer will also receive feedback from the

external quality assurer and any issues identified should be addressed

prior to the next quality assurance activity.

The internal quality assurer could attend awarding organisation

training events when best practice is disseminated and opportunities

arise for networking with other centres.

5.4 Maintain the currency of own expertise and competence in

internally assuring the quality of assessment

Organisations are responsible for ensuring that the internal quality

assurers are competent. If internally quality assuring for a

qualification, this is monitored during external quality assurance

activities. Without an occupationally competent internal quality

assurer an organisation cannot submit claims for certification to the

awarding organisation.

The internal quality assurer needs to be able to maintain occupational

competence and expertise. The internal quality assurer needs to

demonstrate

internal quality assurance practices are being carried out

competently

occupational knowledge is being kept up to date

required standards are clearly understood

thorough understanding of awarding organisation systems and

documentation if working on qualifications

awareness of current best practice in assessment and quality

assurance (could be via attendance at awarding organisation training

events)

The internal quality assurer should have an up to date CPD log which

is available for external quality assurance activities as appropriate.

117


This practical unit provides trainees with the opportunity to apply the

principles and requirements of internal quality assurance to a real working

context and identify ways in which to develop and improve their practice.

This unit needs to be delivered in a way for trainees to recognise the need

for a practical approach to the different contexts in which they may be

undertaking quality assurance – in particular the different levels of

responsibility that may be expected of those undertaking internal quality

assurance roles.

Delivery of this unit could be linked with the following other units

Understanding the principles and practices of internally assuring the quality

of assessment [T/601/5320]


ABC Level 4 Award in Understanding the Internal Quality

Assurance of Assessment Processes and Practice 600/0178/1

ABC Level 4 Award in the Internal Quality Assurance of Assessment

Processes and Practice 600/0179/3

ABC Level 4 Certificate in Leading the Internal Quality Assurance of

Assessment Processes and Practice 600/0180/X

and

Plan, allocate and monitor work in own area of responsibility [H/600/9674]




As much use as possible should be made of naturally occurring evidence -

trainees can use real documents from their own practice as evidence for

learning to be more meaningful.

They should be made aware of the importance of their own professional

practice and the opportunities for naturally occurring evidence to be used at

all times where available or appropriate. Trainees should be encouraged to

evaluate their own experiences and assess relevant past and present

practice.

118









This unit assesses occupational competence and must be assessed in a real

work environment.

All learning outcomes in this unit must be assessed using methods

appropriate to the trainee IQA’s performance. These must include

observation of performance

examining products of work

questioning

Direct evidence of this kind may be supplemented, where necessary, by

professional discussion, reflective accounts or witness testimony.

Simulations are not allowed.



be used to meet the requirements of more than one assessment criterion.





There must be evidence of the IQA trainee monitoring a minimum of two

assessors, each assessing a minimum of two learners of their own, through

components of a qualification.


119







all the relevant learning outcomes and assessment criteria



direct observation

witness statement

reports / notes









not an exhaustive list and other evidence is acceptable








site.

121

Manage Learning and Development in Groups

Unit Reference

A/502/9550

Level

4

Credit Value

6

Guided Learning

Hours

30

Unit Summary

This unit aims to assess a learning and

development practitioner’s management of

learning and development in groups. They are

expected to understand the use of a variety of

management methods, for example, motivational

strategies, behaviour management, provision of

advice as well as deliver strategies to facilitate

learning. They are also expected to involve

learners within groups in the learning and

development process.

This unit assesses occupational competence and

requires trainees to undertake practice in a work

environment

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Understand the

principles and

practices of managing

learning and

development in

groups

1.1 Analyse the characteristics of group

environments that foster learning and development

1.2 Evaluate strategies to manage group

behaviour and dynamics

1.3 Evaluate management techniques which

facilitate the delivery of learning and development

in groups

122

1.4 Analyse ways to involve learners in the

management of their own learning and

development in groups

1.5 Analyse risks to be considered when managing

learning and development in groups

1.6 Explain how to manage barriers to individual

learning in groups


group learning and

development

environments

2.1 Facilitate communication, collaboration and

learning between group members

2.2 Use motivational methods to engage the group

and its individual members in the learning and

development process

2.3 Consult with group members to adapt their

learning and development environments to

improve their learning outcomes

2.4 Manage the risks associated with group

learning and development

3. Be able to apply

methodologies to

manage learning and

development in

groups

3.1 Involve learners in agreeing group learning

and development objectives

3.2 Adapt and implement delivery methods,

activities and resources to meet the learning and

development objectives of the group

3.3 Manage group learning strategies and delivery

methods to reflect changing requirements

3.4 Provide individual advice to learners to assist

their decision-making about future learning needs

123


learning and

development in

groups to comply with

legal and

organisational

requirements

4.1 Support learner’s rights in relation to equality,

diversity and inclusion

4.2 Minimise risks to safety, health, wellbeing and

security of learners

4.3 Manage confidentiality in relation to learners

and the organisation

4.4 Maintain learning and development records in

accordance with organisational procedures

124


A/502/9550 Manage learning and development in groups – Level 4

Indicative Content

Learning Outcome 1. Understand the principles and practices of

managing learning and development in groups

How groups work; characteristics of their various stages of

development and the implications of this for managing learning and

development of groups

Strategies to manage group behaviour and dynamics to safeguarding

learners and managing risks when working with groups of learners

Management techniques to facilitate learning and development in

groups

Identifying barriers to learning of individuals in groups and how to

overcome these barriers to involve learners in the management of

own learning within groups

Consider strategies to monitor individual progress within group

activities

Consider strategies to gain feedback from learners

Consider risks when managing learning and development in groups

Learning Outcome 2. Be able to manage group learning and

development environments

Apply theory in LO1

Strategies for engaging, facilitating and motivating learners in groups,

e.g. small group work; nominal group processes; making the learning

real and relevant to learners etc.

Safeguarding groups of learners

Managing behaviours in groups of learners

Consultation strategies to engage group and individuals

Strategies for obtaining meaningful feedback from learners to support

the improvement of learning for the group

Learning Outcome 3. Be able to apply methodologies to manage

learning and development in groups

Apply theory in LO1

Agreeing group targets for learning and development applying

strategies for inclusivity

125

Strategies and delivery methods to support learning and development

of the group

Strategies for adapting to the changing learning and development

needs of the group

Managing learning strategies, activities and resources to support

Responding to the individual learning and development needs of group

members

Work with individuals to assist their decision-making about future

learning needs

Learning Outcome 4. Be able to manage learning and development

in groups to comply with legal and organisational requirements

Managing the learning and development of groups in order to comply

with appropriate legislation, e.g. safeguarding of learners; health and

well-being of learners; equality and diversity; confidentiality etc.

Understanding and complying with the needs of the organisation in

relation to learner records


This unit combines theory and practice. Trainees need to understand group

dynamics and facilitate learning and development in groups. They need to

explore the use of a variety of methods to meet the needs of groups.

This unit assesses occupational competence and does require trainees to

undertake practice in a work environment.









126

This unit assesses occupational competence and requires trainee teachers

to be assessed in a real work environment.















direct observation

witness statement

supporting session notes

teaching resources used

feedback from learners

reports / notes










127



All evidence must be clearly signposted to learning outcomes and

assessment criteria. ABC has Learner Achievement Checklists available for

use, or centres may wish to use their own recording mechanisms to plot

achievement against the requirements of the unit.

All the evidence and tracking documents must be made available for the

external moderator upon request. Assessors must only sign off units once

all the requirements of the unit are met.

All evidence must be the trainee’s own work.

Group evidence is admissible where the individual trainee’s role is properly

identified or described.

Portfolios do not need to be very large and must contain the

trainees’ own work, not an abundance of tutor handouts.




Check ABC’s web site for Learner Achievement Checklist and Workbook.



site.

128

Preparing For the Coaching Role

Unit Reference

J/505/0188

Level

4

Credit Value

3

Guided Learning

Hours

15

Unit Summary

The aim of this unit is to prepare the trainee for

the coaching role by analysing the role of the

coach and the use of coaching in a specific context

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.4)

The learner can

1. Understand own

role and

responsibilities in

relation to coaching

1.1 Analyse the skills and qualities required for a

specific coaching role

1.2 Explain how own values, behaviours, attitudes

and emotional awareness can impact on the

coaching role

1.3 Explain why it is important to establish ground

rules for engagement and boundaries in a coaching

relationship

1.4 Explain the importance of acting according to

ethical and professional standards in a coaching

relationship

1.5 Analyse ways of building a relationship with a

client in a coaching role

129

2. Understand the

use of coaching in a

specific context

2.1 Analyse the benefits of coaching in a specific

context

2.2 Analyse the impact of coaching on individual

learning and development

2.3 Explain legal and organisational requirements

in a specific context relating to

data protection

privacy

confidentiality; and

safeguarding and disclosure

2.4 Identify sources of support to deal with issues

which are outside of own expertise or authority

2.5 Explain what constitutes a safe and

comfortable environment for a coaching session


identify client goals

and outcomes

3.1 Analyse ways of identifying and agreeing

outcomes and goals with clients

3.2 Explain the role of a coaching agreement

3.3 Explain the importance of agreeing with the

client records of interaction and progress towards

agreed objectives and goals

3.4 Analyse client responsibility and autonomy for

making changes

130


J/505/0188 Preparing for the coaching role – Level 4

Indicative Content


Learning Outcome 1. Understand own role and responsibilities in

relation to coaching

1.1 The skills and qualities required for a specific coaching role

Definition and scope of the coaching role

Skills: communication, giving feedback and advice, goal-setting,

motivating

Qualities: supportive, patient, impartial, non-judgmental

1.2 How own values, behaviours, attitudes and emotional

awareness can impact on the coaching role

Concept of value judgements

Impact of beliefs

Emotional intelligence

The power of personal experience: concepts of projection and

introjection

1.3 Why it is important to establish ground rules for engagement

and boundaries in a coaching relationship

Notion of impartiality

Client/professional relationships and boundaries

Implications of over-involvement, risks and potential consequences

1.4 The importance of acting according to ethical and professional

standards in a coaching relationship

Relevance and applications of professional codes of conduct

Potential consequences of non-compliance

1.5 Ways of building a relationship with a client in a coaching role

Characteristics of effective relationships

Trust, shared agenda, common goals, the coaching

contract/agreement

Listening without making judgments

Keeping promises

Confidential environment

131

Learning Outcome 2. Understand the use of coaching in a specific

context

2.1 The benefits of coaching in a specific context

Increasing knowledge

Improving skills

Enhancing networks

Making business deals

2.2 The impact of coaching on individual learning and development

Empowerment

Confidence

Renewed energy

Achieving and setting more challenging goals

2.3 The legal and organisational requirements in a specific context

relating to

data protection

privacy

confidentiality; and

safeguarding and disclosure

- Legislative requirements

- Awarding body requirements

- Organisational requirements

- Ethical issues

2.4 Sources of support to deal with issues which are outside of

own expertise or authority

Professional networks and contact

Range of professionals and referral services

When and why someone should be referred

2.5 What constitutes a safe and comfortable environment for a

coaching session

Environmental considerations (personal safety, welcoming and

private facilities)

Emotional safety

Learning Outcome 3. Understand how to identify client goals and

outcomes

3.1 Ways of identifying and agreeing outcomes and goals with

clients

Development needs analysis techniques

Identifying barriers to development and ways of overcoming them

3.2 The role of a coaching agreement

Scope and status of coaching contract/agreements

132

Learning goals

Components and use of coaching agreements

Links between coaching agreements and other performance review

processes

3.3 The importance of agreeing with the client records of

interaction and progress towards agreed objectives and goals

Purpose of coaching goals and agreed actions

Limits of confidentiality and their implications

3.4 Client responsibility and autonomy for making changes

The role, responsibilities and spheres of influence of the person

being coached

Operational opportunities and constraints

















133





typically include

observation reports


reports / notes



essays











trainee/centres to track trainee achievement evidence against Learning




site


134

Understanding and Managing Behaviours in a Learning

Environment

Unit Reference

Y/505/1099

Level

4

Credit Value

6

Guided Learning

Hours

20

Unit Summary

The unit aims to enable trainees to manage

behaviours in a learning environment. It includes

understanding the characteristics and impact of

behaviours in the learning environment, related

legislation, and organisational policies.

It also includes promoting behaviours that

contribute to a purposeful learning environment,

managing disruptive behaviours, and evaluating

own practice in managing behaviours in a learning

environment

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.2)

The learner can

1. Understand

potential factors

leading to behaviours

that disrupt a learning

environment

1.1 Describe behaviours that can occur in a


1.2 Explain potential factors leading to behaviours

that can disrupt a learning environment

2. Understand

organisational policies

relating to managing

2.1 Explain key aspects of legislation relating to

managing behaviours in a learning environment

135

behaviours in a


2.2 Explain key aspects of an organisation’s

policies relating to managing behaviours in a


3. Be able to promote

behaviours that

contribute to a

purposeful learning

environment

3.1 Analyse ways of encouraging behaviours that

contribute to a purposeful learning environment

3.2 Use strategies for encouraging behaviours that

contribute to a purposeful learning environment


behaviours that

disrupt a purposeful


4.1 Analyse ways of managing behaviours that

disrupt a purposeful learning environment

4.2 Use strategies for managing behaviours that

disrupt a purposeful learning environment


own practice in

managing behaviours

in a learning

environment

5.1 Evaluate the effectiveness of own practice in

relation to promoting and managing behaviours in

a learning environment


improvement in relation to promoting and


136


Y/505/1099 Understanding and managing behaviours in a learning

environment

– Level 4

Indicative Content


Learning Outcome 1. Understand potential factors leading to

behaviours that disrupt a learning environment

1.1 Behaviours that can occur in a learning environment

Inappropriate language, distracting peers, aggressive, violent and

abusive behaviours, discriminatory acts; lack of engagement, lack

of punctuality; inappropriate behaviours etc

1.2 Potential factors leading to behaviours that can disrupt a learning

environment

Theories of behaviour

Lack of agreed ground-rules and codes of conduct

How learners’ motivation for learning affects their behaviour

Lifestyles and factors outside learning institutions that affect

learners’ behaviour

Stakeholders’ influences on learners’ behaviour

The physical learning environment - facilitating or distracting?

Special provision to meet learners’ needs

Lack of understanding that learners’ behaviour might be

unacceptable and symptoms of this

Bad behaviour and possible learning difficulties: interpreting the

signs

Learning Outcome 2. Understand organisational policies relating to


2.1 Key aspects of legislation relating to managing behaviours in a


Discriminatory-related

Health and safety

2.2 Key aspects of an organisation’s policies relating to managing

behaviours in a learning environment

137

Institutions’ expected standards of behaviour and how these differ

between different learning environments

Rewards, consequences and sanctions – how institutions deal with

bad behaviour

Ensuring learning materials are free from bias and cultural

assumptions

Learning Outcome 3. Be able to promote behaviours that contribute

to a purposeful learning environment

3.1 Ways of encouraging behaviours that contribute to a

purposeful learning environment

Definition and characteristics of a purposeful learning environment

The “significant minority”

Differentiating instructions so that learners can process them

Accentuating the positive

Cooperative working

3.2 Strategies for encouraging behaviours that contribute to a purposeful


Teacher as role model of verbal and non-verbal behaviour

Teacher/learner ratios, need for individual attention

Ensuring learning materials are free from bias and cultural

assumptions

Learning Outcome 4. Be able to manage behaviours that disrupt a

purposeful learning environment

4.1 Ways of managing behaviours that disrupt a purposeful learning

environment

Setting boundaries

Active and reactive behaviour management

Mobile ‘phones and learner behaviour

Addressing harassment and bullying

4.2 Strategies for managing behaviours that disrupt a purposeful learning

environment

Institutions’ expected standards of behaviour and how these differ

between different learning environments

Rewards, consequences and sanctions – how institutions deal with

bad behaviour

Learning Outcome 5. Be able to evaluate own practice in managing

behaviours in a learning environment

138

5.1 The effectiveness of own practice in relation to promoting and


Lesson planning

Self-reflection models (Rolfe et al, Gibbs, Johns, Atkins & Murphy,

Brookfield)



organisations)

5.2 Own strengths and areas for improvement in relation to

promoting and managing behaviours in a learning environment


professionals

Performance reviews


SMART objectives

Action planning










Assessment must take place in a real learning environment

Simulation is not allowed





139






All trainee must complete a portfolio of evidence that shows achievement of

all the relevant learning outcomes and assessment criteria





typically include

product evidence

observation reports


reports / notes


witness statements




essays







140









site


141

Understanding the Principles and Practices of Internally

Assuring the Quality of Assessment

Unit Reference

T/601/5320

Level

4

Credit Value

6

Guided Learning

Hours

45

Unit Summary

The aim of this unit is to assess the knowledge and

understanding a learning and development

practitioner requires for the internal quality

assurance of assessment.



of their role

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.4)

The learner can

1. Understand the

context and principles

of internal quality

assurance

1.1 Explain the functions of internal quality

assurance in learning and development

1.2 Explain the key concepts and principles of the

internal quality assurance of assessment

1.3 Explain the roles of practitioners involved in

the internal and external quality assurance process

1.4 Explain the regulations and requirements for

internal quality assurance in own area of practice

142


plan the internal

quality assurance of

assessment

2.1 Evaluate the importance of planning and

preparing internal quality assurance activities

2.2 Explain what an internal quality assurance plan

should contain

2.3 Summarise the preparations that need to be

made for internal quality assurance, including

• information collection

• communications

• administrative arrangements

• resources

3. Understand

techniques and

criteria for monitoring

the quality of

assessment internally

3.1 Evaluate different techniques for sampling

evidence of assessment, including use of

technology

3.2 Explain the appropriate criteria to use for

judging the quality of the assessment process


internally maintain

and improve the


4.1 Summarise the types of feedback, support and

advice that assessors may need to maintain and


4.2 Explain standardisation requirements in

relation to assessment

4.3 Explain relevant procedures regarding disputes

about the quality of assessment


manage information

relevant to the

internal quality

assurance of

assessment

5.1 Evaluate requirements for information

management, data protection and confidentiality in

relation to the internal quality assurance of

assessment

143

6. Understand the

legal and good

practice requirements

for the internal

quality assurance of

assessment

6.1 Evaluate legal issues, policies and procedures

relevant to the internal quality assurance of

assessment, including those for health, safety and

welfare

6.2 Evaluate different ways in which technology

can contribute to the internal quality assurance of

assessment

6.3 Explain the value of reflective practice and

continuing professional development in relation to


6.4 Evaluate requirements for equality and

diversity and, where appropriate, bilingualism, in

relation to the internal quality assurance of

assessment

144


T/601/5320 Understanding the principles and practices of

internally assuring the quality of assessment – Level 4

Indicative Content


Learning Outcome 1. Understand the context and principles of


1.1 Explain the functions of internal quality assurance in learning

and development

Centres have the responsibility for quality assuring the assessment

process and ensuring that decisions made by the assessors are

accurate and reliable.

Internal quality assurers carry out this role and it should happen at

regular intervals during learner progress towards a qualification. This

enables any incorrect decisions or inconsistencies to be put right as

soon as possible.

Internal quality assurers are required to make a final or summative

check on each learner’s portfolio of evidence prior to claiming for

certification.

The activities can include

internal moderation of assessment to assessment criteria and

standards, between learners, between assessors, between

programmes, between qualifications, between employers

checking organisation standards and national standards e.g.

requirement of awarding organisation, occupational, vocational

standards, integrity of programmes, accountability, measure of

achievement, benchmarking

identifying Continuing Professional Development (CPD) needs

1.2 Explain the key concepts and principles of the internal quality

assurance of

assessment

The internal quality assurer’s role includes supporting assessors,

monitoring the quality of their performance and ensuring

standardisation sessions are set up for the assessment team. Internal

quality assurers are also responsible for operating and evaluating the

centre’s quality assurance system to ensure it is effective in satisfying

145

the requirements of the awarding organisation and other organisations

which carry out external audits.

The internal quality assurer needs to

work closely with the team of assessors to ensure quality provision

and consistent assessment practices

ensure consistent assessment practices via the sampling of learner

assessments

ensure that assessment and internal quality assurance records and

documentation are suitable and meet the requirements of the

awarding organisation

ensure that certification requests to the awarding organisation are

based on accurate and consistent assessment decisions

provide the assessors with on-going support and guidance

plan timings of quality assurance activity e.g. planning stage, on-

going, final, per module, termly, annually etc.

1.3 Explain the roles of practitioners involved in the internal and

external quality assurance process

The internal quality assurer plays a key role within the centre’s quality

assurance system particularly with regard to certification and staff

development. Internal quality assurance activities should feed into the

overall management structure within the centre. The internal quality

assurer needs to ensure that when certification is claimed a learner

has achieved the required national standards for that qualification. The

three main aspects of the internal quality assurer’s role are to

internally quality assure assessments

develop and support the assessment team

for the qualifications delivered, manage the quality

The external quality assurer is the key link between the centre and the

awarding organisation. The main aspects of the external quality

assurer’s role are to

ensure assessment decisions across centres are consistent

ensure that the quality of assessment and internal quality assurance

within centres meets the national standards

ensure that during external quality assurance activities at centres

learner assessments are sampled and assessment and internal quality

assurance practices are monitored

ensure centres are provided with positive constructive feedback

carry out regular visits to centres and assessment locations

following awarding organisation guidelines

1.4 Explain the regulations and requirements for internal quality

assurance in own area of practice

146

The aims of the internal quality assurer are to ensure that assessment

decisions are consistent and reliable, to monitor the assessment

quality and to highlight any development needs of the assessment

team. This is achieved by sampling learner assessments, monitoring

the assessment practices of assessors and carrying out

standardisation initiatives with the assessment team. The internal

quality assurer’s role includes ensuring that the assessment team are

provided with help, support and guidance on an on-going basis. This is

particularly the case when

a new assessor joins the team

the occupational standards change or the guidance provided is

revised

action plans arise after external quality assurance activities

The internal quality assurer needs to ensure that all of the assessment

team have copies of the national occupational standards and are

provided with standardised assessment centre documentation. The

internal quality assurer needs to ensure the assessment resources

including staff and workplaces are effectively managed and planned.

The external quality assurer is a key link between the centre, the

awarding organisation and regulatory bodies.

Also need to operate within own organisation’s policies and procedures

e.g. health and safety, equal opportunities, recording and reporting,

quality assurance strategy, contribution to internal reviewing

processes/self-assessment review (SAR); regulatory bodies e.g.

standards, levels, performance/assessment criteria, skills, knowledge,

understanding, awarding organisation, SSC, Ofqual, Ofsted, employer,

measure of accountability.

Learning Outcome 2. Understand how to plan the internal quality

assurance of assessment

2.1 Evaluate the importance of planning and preparing internal

quality assurance activities

Planning starts at the beginning of the programme once the learners

have been inducted, allocated assessors and registered for the

qualification to be undertaken. The internal quality assurer develops a

schedule to ensure that all assessors, learners, units, methods of

assessment, records of assessment and satellite sub-centres are

sampled during the programme.

Sampling assessments should involve reviewing the quality of

assessor judgements during the formative (interim) stage and

carrying out a final summative check prior to claims for certification.

147

Internal quality assurance activities include assessor observations,

sampling of learner portfolios of evidence, quality assurance meetings

and standardisation initiatives.

2.2 Explain what an internal quality assurance plan should contain

In developing an internal quality assurance strategy the following

need to be taken into account

length of time the qualification has been offered by the centre

number and experience of assessors

number of registered learners and type e.g. full or part time

programme start dates

satellite sub-centres if appropriate

assessment methods and types of evidence generated

previous action plans

size of sample needed to ensure consistency and reliability

The internal quality assurer then needs to develop a sampling plan.

This needs to reflect the quality of assessments within the centre and

support confidence that those decisions not sampled also meet the

national occupational standards. The sampling plan should cover

assessors

registered learners

methods of assessment

evidence generated

assessment records

location of the assessments

2.3 Summarise the preparations that need to be made for internal

quality assurance, including

Information collection. In preparing for internal quality assurance,

information needs to be provided by the assessor on the title and level

of qualification, registered learners, dates of registration and first

assessment, assessment locations, units to be assessed, any special

assessment needs or requirements and methods of assessment. These

details should be recorded on appropriate tracking documentation.

Communications. The internal quality assurer and assessor should

discuss how sampling of learner evidence and assessment decisions

will take place. This could be done either verbally or electronically. The

sampling strategy should be documented once agreed. The internal

quality assurance sampling plan should be updated with relevant

information. Good clear lines of communication between the internal

quality assurer and assessor are essential.

148

Administrative arrangements. In carrying out internal quality

assurance activities administrative arrangements need to be fully in

place, efficient and effective. These can be discussed on a one to one

basis with the assessors so that individual queries can be dealt with.

Alternatively arrangements can be made at quality assurance

meetings. If the assessor is to be observed by the internal quality

assurer then arrangements need to be agreed on the date, time,

location, learner, the unit(s) to be assessed and the methods of

assessment to be used. If portfolios of evidence are required for

sampling the assessor needs to know which ones are required and

when.

Resources. When carrying out internal quality assurance

observations of the assessment activity it is essential that all

appropriate physical resources are in place or are readily available. If

practical activities are to be observed appropriate PPE needs to be in

place and risk assessments carried out as appropriate. If the internal

quality assurer wishes to sample learner portfolios of evidence these

need to be made available on the agreed date at the agreed location.

Learning Outcome 3. Understand techniques and criteria for

monitoring the quality of assessment internally

3.1 Evaluate different techniques for sampling evidence of

assessment, including use of technology

Sampling could be on-site, desktop, remotely using technology, online

sampling portfolio evidence (hardcopy or electronic), sampling across

learners in workplace.

Sampling could be banded, targeted, representational, percentage

coverage, across units for single unit.

Sampling carried out by the internal quality assurer should not be

random. The aim is to take into account all the required factors but for

cost effectiveness the sample should be as small as possible

consistent with covering all of the required areas.

The amount of sampling that takes place should reflect the internal

quality assurer’s confidence in the assessment practices at the centre.

If the assessors are new and there are new satellite sub-centres

sampling needs to increase. However, if the assessors are well

established sampling can be reduced. Sampling would increase if new

national occupational standards are introduced and would only be

reduced once the internal quality assurer is confident in the

assessment decisions.

149

The internal quality assurer should sample all of the assessment team

via observations of the assessment practice and checking of learner

portfolios of evidence. It is likely that most portfolios will contain a

mixture of evidence.

Electronically based evidence including e-portfolios can be easily

transmitted or accessed from a distance. Such systems incorporate

progress reports, tracking and feedback forms and should support

audit trailing of internal quality assurance activities by automatic

logging of details such as learners, units, date, time and even parts of

the portfolio accessed.

Effective security mechanisms are built into these systems with

password access given only to approved people to prevent

unauthorised changes to records and evidence and logged on each

occasion of access. Confidentiality is supported by automatic

restriction of access to personal details within systems. Suitable

arrangements need to be in place for archiving and back-up in case of

systems failure.

The external quality assurer must have access to records held on the

system and if necessary be familiarised with how the system works.

3.2 Explain the appropriate criteria to use for judging the quality of

the assessment process

Organisation standards e.g. health and safety, equality and diversity,

evidence trail, meeting targets, learner satisfaction, improvement,

progression; awarding organisation standards e.g. performance

criteria, levels, performance indicators, checklists, logging and

tracking documents, portfolios; SSC, occupational, vocational

standards, National Occupational Standards (NOS); government

regulatory body standards e.g. Ofqual/Ofsted.

For practical assessment good practice

each assessor should be observed by the internal quality assurer at

least twice in a twelve month period

frequency should be increased if specific training needs are

identified

internal quality assurer should provide the assessor with advance

written notice of the observation. The internal quality assurer should

be made aware of any safety, confidentiality, security and any other

additional organisational requirements which could be affected by their

presence. These should be discussed with the assessor before

arranging the observation.

The internal quality assurer should record the observation via an

appropriate report form covering the following

150

assessment planning

physical resources

briefing of the learner

unobtrusive assessment

questioning the learner

the assessment decision

feedback

completion of assessment documentation

the audit trail relating to signatures and dating by assessor and

learner

Learner portfolio sampling should be recorded in an appropriate way

to include

evidence recording

cross referencing of evidence

evidence is sufficient, reliable, authentic, valid and current

learning outcomes and in particular assessment criteria and

knowledge evidence requirements have been fully met

assessment documentation has been fully completed

complete audit trails relating to signatures and dating by assessor

and learner

Learning Outcome 4. Understand how to internally maintain and


4.1 Summarise the types of feedback, support and advice that

assessors may need to

maintain and improve the quality of assessment

The internal quality assurer provides oral and written feedback

relating to the observation of assessor performance.

Can be - one to one, written and verbal, formal and informal, online,

team meetings, SAR.

If assuring assessment of practical work on site, best practice is to

feedback at the end of the observation and focus on being positive

and constructive. All internal quality assurance feedback must be

recorded in an appropriate format. Any written feedback can be

backed up by oral feedback when appropriate. The internal quality

assurer can support the assessment team by

disseminating new information as soon as it is received highlighting

any changes

providing guidance and advice on evidence suitability, particularly if

issues are identified

151

developing and providing standardised assessment documentation

which is user friendly

providing help, support and guidance on the use of cross

referencing

providing specific guidance on how to assess learners who may

have learning difficulties

setting up standardisation initiatives

4.2 Explain standardisation requirements in relation to assessment

A key role of the internal quality assurer is to

address quality standards e.g. awarding organisation, SSC,

regulatory bodies, employers, standards to meet external bodies

standardise the assessment judgements of the assessment team to

ensure that each assessor consistently makes valid and accurate

decisions against current criteria/standards

ensure that the assessment team make the same decision on a

common form of evidence

ensure that all of the learners are assessed fairly and that

assessment decisions can be confidently shared with learners

Best practice:

Quality assurance meetings with the assessment team should be held

on a regular basis and include standardisation exercises and provide

the assessors with the opportunity to ask questions and seek further

guidance e.g. to authenticate a piece of evidence.

The internal quality assurer needs to check that the assessors within

the assessment team are asking the right questions when looking at a

piece of evidence and are making the same sound and correct

decisions. Evidence can be generated at these meetings in the form of

minutes.

4.3 Explain relevant procedures regarding disputes about the quality

of assessment

All internal quality assurers and assessors should be aware of an

organisation’s disputes and appeals procedure (could be an induction

activity led by internal quality assurer).

Learners have the right to challenge assessment decisions if they feel

the assessments have not been carried out correctly. This could

highlight issues such as the conduct of the assessment, suitability of

evidence generated and use of appropriate methods of assessment. If

a learner wishes to appeal the organisation’s disputes and appeals

procedure must be followed.

The appeal is usually put in writing.

152

At most centres the appeal will be passed on to the centre’s quality

assurance manager, consultations will take place with the internal

quality assurer and advice may be sought from the internal quality

assurer.

An investigation will usually be set up and a disputes and appeals panel

will look at the evidence generated before making a final decision.

Throughout the process there will be time limits and it will be fully

documented.

The following need to be embedded within the process

objectivity

independence

equal opportunities

anti-discrimination

fairness

natural justice

consideration of special needs if appropriate

If the learner still remains unsatisfied he/she may complain directly to

the awarding organisation who will then investigate. Monitoring of

disputes and appeals by centres can be effectively achieved at quality

assurance meetings with the minutes generated available to be

checked by the external quality assurer.

Learning Outcome 5. Understand how to manage information

relevant to the internal quality assurance of assessment

5.1 Evaluate requirements for information management, data

protection and confidentiality in relation to the internal quality


Information management e.g. recording, logging, tracking

documentation, outcomes shared with learners, safeguarding

recording and storage of information.

Data protection legislation must be adhered to all times. Assessment

and internal quality assurance records generated need to be securely

stored. They should only be accessible to those who have a right to

see the information i.e. learner, assessor, internal and external

quality assurers.

The internal quality assurer needs to ensure that the assessment and

internal quality assurance records are complete, legible, accurate and

auditable. Records for a cohort of learners who have completed their

qualification and who have been certificated need to be securely

retained by the centre for a period of three years.

153

Learner portfolios of evidence must be retained and be available at the

next external quality assurance activity if certificates have been

claimed between activities.

All of the records must be made available if requested by an external

quality assurer e.g. organisational procedures, data protection,

security and safety of paper-based records, electronic formats for

recording and storage and electronic safeguards; secure environment

for providing feedback.

Learning Outcome 6. Understand the legal and good practice

requirements for the internal quality assurance of assessment

6.1 Evaluate legal issues, policies and procedures relevant to the

internal quality assurance of assessment, including those for

health, safety and welfare

The internal quality assurer needs to ensure the organisation is

continuing to adhere to the policies and procedures relating to

assessment. If dealing with an awarding organisation, these will

have been put forward at qualification approval.

Of particular importance with practical assessment is health and

safety. Risk assessments need to have been carried out and be in

place for the activities undertaken. Learners need to consistently wear

appropriate PPE.

Relevant policies and procedures which need to be implemented

include data protection, confidentiality, internal quality assurance,

disputes and appeals, staff development, learner support and equal

opportunities, statements on disability and discrimination acts,

induction procedure, appropriate CRB checks for assessors and

internal quality assurers.

Monitoring of the implementation of many of these policies by

organisations can be effectively achieved at quality assurance

meetings with the minutes generated available to be checked by the

external quality assurer.

6.2 Evaluate different ways in which technology can contribute to

the internal quality assurance of assessment

Electronic technology is becoming increasingly used within

organisations.

Policies and procedures are often distributed via intranet access with

notification of changes by email to all assessors and internal quality

assurers.

Electronic technology can track the progress of learners.

154

E-portfolio systems incorporate progress reports, tracking and

feedback forms and should support internal quality assurance

activities by systematic provision of details such as title and level of

qualification, registered learners, dates of enrolment, registration,

dates of first assessment, assessment locations, units to be assessed,

any special assessment needs or requirements and methods of

assessment.

In addition, audit trailing of internal quality assurance activities is

supported by automatic logging of details such as learners, units,

date, time and even parts of the portfolio accessed. Whilst the use of

electronic technology is efficient and effective there are times when it

can be impersonal. It should be used in conjunction with

communications via direct contact and use of telephone. It is worth

bearing in mind that in an age when staff may be faced with large

numbers of emails it is worth checking that communications are

known about and will be acted upon e.g. automatic acknowledgement

requests.

If dealing with an awarding organisation, much of the communication

is electronic. Awarding organisation policies, procedures and

exemplars can be disseminated via open or restricted access to web

sites. Learners can be registered online and arrangements for external

quality assurance activities take place via the use of email.

6.3 Explain the value of reflective practice and continuing

professional development in relation to internal quality assurance

Use of feedback can

extend and enhance assessment

aid modification of assessment plans

update knowledge and expertise

inform curriculum development

Feedback can come from learners, colleagues, managers, external

evaluators, other individuals and professionals, self and quality

assurance team reviews, formal and informal evaluation procedures,

observation reports, outcome from appraisal.

Important duties of the internal quality assurer are to provide specific

guidance and support to members of the assessment team and to

ensure they are able to access appropriate continuing professional

development (CPD).

New assessors should receive a structured induction covering all

aspects of assessment which is recorded in an appropriate way e.g.

via an assessor induction checklist, signed/dated by assessor and

internal quality assurer.

155

It is a good practice to establish a mentor/buddy system for new

assessors but this must not be the internal quality assurer. The

internal quality assurer must check that all members of the

assessment team are appropriately occupationally competent to a

level at least one up from the qualification they are assessing.

A system of CPD should be in place and maintained and, for best

practice, each assessor could have an up to date CPD log which is

made available for external quality assurance activities. Relevant CPD

activities include secondment into the workplace, technical skills

update training, awarding organisation training events, study relating

to job role, carrying out specific occupational tasks relating to the

qualifications, qualifications development work, attending relevant

courses and membership of relevant occupational bodies/institutes.

The internal quality assurer needs to provide evidence that if issues

were identified within the assessment team appropriate learning and

development was put in place.

6.4 Evaluate requirements for equality and diversity and, where

appropriate, bilingualism, in relation to the internal quality


All involved with assessment and internal quality assurance need to

adhere to the organisation’s equal opportunity/equality and diversity

policy. The internal quality assurer should ensure the policy has been

fully disseminated, implemented, monitored and reviewed. If the

internal quality assurer identifies discriminatory practice this needs to

be effectively dealt with and audit trails put in place. Discriminative

practices in relation to gender, age, racial origins, nationality, creed,

sexual orientation, marital status, employment status, disability and

learning difficulties must be avoided.

Quality assurance meetings can be used to monitor equal

opportunities and this can be evidenced by minutes generated. It is

the responsibility of the awarding organisation to ensure that

adequate mechanisms implemented to guarantee the consistency of

assessment decisions across the languages of English and Welsh.

Assessments carried out in a language other than English and Welsh

must provide clear evidence that the learner is able to achieve at the

same standards required for a competent performance anywhere

throughout the UK.


156

The purpose of this knowledge unit is to establish an understanding of the

principles and practices of internally assuring the quality of assessment. By

establishing the function of internal quality assurance in relation to learning

and development, it is possible to identify individual roles and responsibilities

within this process.

Delivery of this unit could be linked with the following other units

Internally assure the quality of assessment [A/601/5321]


ABC Level 4 Award in the Internal Quality Assurance of Assessment

Processes and Practice 600/0179/3



and

Plan, allocate and monitor work in own area of responsibility [H/600/9674]




Trainees should be made aware of the importance of their own professional

practice and the opportunities for naturally occurring evidence to be used at

all times where available or appropriate. Trainees should be encouraged to

evaluate their own experiences and assess relevant past and present

practice.

Trainees should be encouraged to follow best assessment practice, and

understand the need to share information with others, including their own

learners, when and where appropriate.

Sharing knowledge and experience with peers and colleagues provides an

opportunity both to share good practice and to reflect on assessment

approaches.

When dealing with peers and colleagues, issues of confidentiality should be

considered at all times.

Trainees could make use of the internet to aid their research. They should

be encouraged to use up to date information from professional journals etc.

157









This unit assesses occupational competence and requires trainee teachers

to be assessed in a real work environment.





All learning outcomes in this unit must be assessed using methods

appropriate to the assessment of knowledge and understanding.


criteria. However, one piece of evidence may be used to meet the

requirements of more than one learning outcome or assessment criterion.











158

direct observation

witness statement

reports / notes

















site.

159

Working With the 14-19 Age Range in Education and

Training

Unit Reference

D/505/1105

Level

4

Credit Value

9

Guided Learning

Hours

30

Unit Summary

This unit aims to develop an understanding of

national educational policy, initiatives and provision

for the 14-19 age range and the teaching skills

required to work with this age group

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.2)

The learner can

1. Understand

national

developments in

educational provision

for the 14-19 age

range

1.1 Explain national policies and initiatives for the

education of the 14-19 age range

1.2 Analyse the relationship between schools and

other providers of learning for the 14-19 age range

2. Understand roles

and responsibilities of

teachers working with

the 14-19 age range

2.1 Describe the legal framework and key

legislation relating to teachers working with the

14-19 age range

2.2 Analyse own role and responsibilities in

relation to working with the 14-19 age range

160

2.3 Evaluate impact on own practice of legislation

relating to working with the 14-19 age range

3. Be able to plan

learning to meet the

needs of individual

14-19 learners

3.1 Analyse teaching, learning and assessment

approaches for use with 14-19 learners

3.2 Plan learning sessions for 14-19 learners,

taking account of: own analysis of teaching,

learning and assessment approaches for use with

14-19 learners; curriculum requirements; and

individual learner needs

4. Be able to deliver

learning to meet the

needs of individual

14-19 learners

4.1 Use teaching and learning approaches that

take account of: own analysis of teaching and

learning approaches for use with 14-19 learners;

curriculum requirements; and individual needs of

14-19 learners

4.2 Use assessment methods that take account of:

own analysis of assessment approaches for use

with 14-19 learners; curriculum requirements; and

individual needs of 14-19 learners


own practice in

working with the 14-

19 age range

5.1 Evaluate own practice in working with 14-19

learners

5.2 Identify areas for improvement in own practice

in working with 14-19 learners

161


D/505/1105 Working with the 14-19 age range in education and

training – Level 4

Indicative Content


Learning Outcome 1. Understand national developments in

educational provision for the 14-19 age range

1.1 National policies and initiatives for the education of the 14-19

age range

Complexity of 14 – 19 education and training

Children Act 2004

Childcare Act 2013

Every Child Matters

Children’s Trusts

Sure Start

Laming Report

Safer School Partnership

14 – 19 Education and Training Report (Tomlinson) 2004

14 – 19 Education and Skills White Paper (2005)

The Wolf Report

Personalised Learning

Impact of inclusion, equity and social justice on 14 – 19 education

and training

1.2 The relationship between schools and other providers of

learning for the 14-19 age range

Scope and purpose of other learning providers (eg youth workers)

Synergies and possible friction –commercial, public and voluntary

sector work-based learning, specialist academies.

Learning Outcome 2. Understand roles and responsibilities of

teachers working with the 14-19 age range

2.1 The legal framework and key legislation relating to teachers

working with the 14-19 age range

Safeguarding

Children Act 2004

Childcare Act 2013

162

Every Child Matters

Children’s Trusts

Apprenticeships, Skills, Children and Learning Act 2009

Disclosure and Barring checks (formerly CRB)

2.2 Own role and responsibilities in relation to working with the

14-19 age range

Teachers as role models and inspirers of young people, imparters of

knowledge, marking and assessment, giving feedback, trusted

friend, social worker, discipline and control

Specialist subject teaching, citizenship, morality, crafts and arts

Ethical dilemmas and tensions in responsibilities – curriculum and

pastoral support, safeguarding, liaison with relevant other

professionals; IAG; role model

2.3 Impact on own practice of legislation relating to working with

the 14-19 age range

Influence of changes in policy and new practices e.g. need to keep

up to date with technology, need to gain new skills, adapt working

practices and styles, possible need for qualifications and licences to

practise, language issues, understanding the motivations of 14 – 19

year olds

Learning Outcome 3. Be able to plan learning to meet the needs of

individual 14-19 learners

3.1 Teaching, learning and assessment approaches for use with 14-19

learners

Motivations and aspirations of 14 – 19 age group

Features of a range of teaching, learning and assessment

approaches and their suitability in different situations

Active learning

Differentiation

Independent study

Vocationally relevant learning activities

Principles of assessment

Quality assurance

3.2 Plan learning sessions for 14-19 learners, taking account of: own

analysis of teaching, learning and assessment approaches for use with

14-19 learners; curriculum requirements; and individual learner needs

Interest, vocational relevance, using external experts, use of

themed environments, multimedia

Harnessing learners’ enthusiasm, hobbies and aspirations

Coaching, supervising practical tasks, giving feedback

163

Mapping curriculum requirements

Collaboration and cross-curricular teaching


Learning Outcome 4. Be able to deliver learning to meet the needs

of individual 14-19 learners

4.1 Teaching and learning approaches that take account of: own

analysis of teaching and learning approaches for use with 14-

19 learners; curriculum requirements; and individual needs of

14-19 learners





Mapping curriculum requirements

Collaboration and cross-curricular teaching


4.2 Assessment methods that take account of:• own analysis of

assessment approaches for use with 14-19 learners;

curriculum requirements; and individual needs of 14-19

learners





Assessment issues relating to:

Formative development

projects and assignments

case studies

employer engagement

work experience

wider skills (e.g. citizenship, employability)

Learning Outcome 5. Be able to evaluate own practice in working

with the 14-19 age range

5.1 Own practice in working with 14-19 learners

Standard list here

Lesson planning

Self-reflection models (Rolfe et al, Gibbs, Johns, Atkins & Murphy,

Brookfield)


164




organisations)

5.2 Areas for improvement in own practice in working with 14-19

learners

Standard list here


professionals

Performance reviews


SMART objectives

Action planning


















165








typically include

product evidence

observation reports


reports / notes


witness statements




essays













166



site


167

Analysing English Language for Literacy and Language

Teaching

Unit Reference

J/503/4850

Level

3

Credit Value

3

Guided Learning

Hours

15

Unit Summary

The unit aims to provide trainees with the

knowledge and skills relating to element 1.4

‘Explicit awareness about language’ in the LLUK

Criteria for entry to English (literacy and ESOL)

teacher training in the lifelong learning sector

(LLUK 2007 amended Feb 2010) Trainees will

explore the relationship between forms of language

and meaning and the structural features of

language

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.4)

The learner can

1. Understand the

relationship between

forms of language

and meaning

1.1 Analyse key aspects of meaning of words

1.2 Analyse the relationship between grammatical

form and meaning

2. Understand

structural features of

language

2.1 Analyse key features of word formation

2.2 Categorise words according to their classes

2.3 Categorise verbs according to their forms

2.4 Analyse phonological aspects of language

including phonemes and stress patterns

168


J/503/4850 Analysing English language for literacy and language

teaching – Level 3

Indicative Content


Learning Outcome 1. Understand the relationship between forms of

language and meaning

1.1 Key aspects of meaning of words

Grammar terminology (e.g. morpheme, word, phoneme, phrase,

syntax, sentence, clause

The use of meta-language (language to talk about language)

1.2 The relationship between grammatical form and meaning

Semantics

Spoken and written English conventions and the distinctions

between them

Learning Outcome 2. Understand structural features of language

2.1 Key features of word formation

Morphology – the structure of words

Use of affixes (prefixes and suffixes)

2.2 Categorise words according to their classes

Identify different word classes (parts of speech)

How words are ordered in relation to each other (syntax)

How changes in syntax can alter meaning

2.3 Categorise verbs according to their forms

Verb tenses and meaning

Active/ passive voice and uses

Modal/ auxiliary verbs

Imperative verbs and uses

2.4 Phonological aspects of language including phonemes and

stress patterns

Phonology, phonemes

Word stress

169











ABC expects that staff will be appropriately qualified to assess learners










typically include

product evidence


reports / notes

witness statements




170














site


171

Reading Skills for Literacy and Language Teaching

Unit Reference

R/503/4852

Level

3

Credit Value

3

Guided Learning

Hours

15

Unit Summary


knowledge and skills relating to element 1.3 (‘Read

and respond to written text’) in the LLUK Criteria

for entry to English (literacy and ESOL) teacher

training in the lifelong learning sector (LLUK 2007

amended Feb 2010). Learners will read and

respond to written texts

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.2)

The learner can

1. Be able to read

written texts

1.1 Select written texts for specific purposes

1.2 Use reading skills for specific purposes

1.3 Evaluate linguistic devices in texts

2. Be able to respond

to written texts

2.1 Utilise results of own reading for specific

purpose

2.2 Produce coherent records of own

interpretations of texts

172


R/503/4852 Reading skills for literacy and language teaching –

Level 3

Indicative Content


Learning Outcome 1. Be able to read written texts

1.1 Written texts for specific purposes

Reviewing and selecting texts for a purpose

Identifying text type/ purpose from headings, images, font, layout,

etc.

Generic features of texts

1.2 Reading skills for specific purposes

Pre-reading strategies (e.g. formulating questions to ask when

reading a text and predicting content)

Reading techniques including skimming, scanning, detailed and

proof-reading

Critical reading linked to audience and purpose

Identifying schema and inter-textual links

1.3 Linguistic devices in texts

Different types of linguistic devices (e.g. used to interest/ engage

and signpost readers)

Locate linguistic devices/ their purpose in texts

Learning Outcome 2. Be able to respond to written texts

2.1 Results of own reading for specific purpose

Use results of reading for a purpose

Respond appropriately to texts

2.2 Records of own interpretations of texts

Making notes (including e.g. marking, underlining, mind mapping/

graphical representations)

Summarising and paraphrasing


173







a learner’s portfolio and other related evidence, against the unit outcomes













typically include

product evidence


reports / notes

witness statements




This is not an exhaustive list and learners should be encouraged to develop



174











site


175

Speaking and Listening Skills for Literacy and Language

Teaching

Unit Reference

D/503/4854

Level

3

Credit Value

3

Guided Learning

Hours

15

Unit Summary



‘Present, listen and respond to information’) in the

LLUK Criteria for entry to English (literacy and

ESOL) teacher training in the lifelong learning

sector (LLUK 2007 amended Feb 2010). Trainees

will present, listen and respond to information

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.6)

The learner can

1. Be able to present

information

1.1 Select linguistic strategies and techniques to

enable cohesion in own expression of information

1.2 Express information clearly and coherently

2. Be able to listen

and respond to non-

verbal and verbal

information

2.1 Identify types of non-verbal communication

2.2 Use and respond to non-verbal communication

to indicate engagement and interest

2.3 Listen critically to verbal information

2.4 Indicate understanding of verbal information

176

2.5 Identify speakers’ intentions

2.6 Respond to verbal information according to its

nature and content

177


D/503/4854 Speaking and listening skills for literacy and language

teaching – Level 3

Indicative Content


Learning Outcome 1. Be able to present information

1.1 Select linguistic strategies and techniques to enable cohesion

in own expression of information

Different forms of spoken communication (e.g. planned/

spontaneous)

Consideration of purpose, audience and context when planning what

to say

Planning discussions and awareness of conventions

Planning presentations/ speeches and awareness of conventions

1.2 Express information clearly and coherently

Use of different registers in different contexts

Spoken language devices (e.g. slang/ colloquialisms, jargon,

metaphors/ similes/ idioms)

Varieties of English/ dialect

Learning Outcome 2. Be able to listen and respond to non-verbal

and verbal information

2.1 Identify types of non-verbal communication

Para-linguistic features (e.g. body language, stance, distance,

gestures, facial expressions, eye contact, tone and pace of

expression)

2.2 Use and respond to non-verbal communication to indicate

engagement and interest

Use of para-linguistic features in practical contexts

2.3 Listen critically to verbal information

Different ways of listening (e.g. for instructions/ for specific

information)

Awareness of context/ purpose when listening critically

2.4 Indicate understanding of verbal information

Clarify understanding

Identify gist, sequence and key points

178

2.5 Identify speakers’ intentions

Infer (implied) meaning

Interpret a speaker’s meaning

2.6 Respond to verbal information according to its nature and

content

Respond clearly and sensitively

Show awareness of context and purpose

Substantiate opinions and feedback with evidence and examples




















179


typically include

product evidence


reports / notes

witness statements













trainees/centres to track learner achievement evidence against Learning




site


180

Writing Skills for Literacy and Language Teaching

Unit Reference

K/503/4856

Level

3

Credit Value

3

Guided Learning

Hours

15

Unit Summary



(‘Compose written texts’) in the LLUK Criteria for

entry to English (literacy and ESOL) teacher

training in the lifelong learning sector (LLUK 2007

amended Feb 2010). Learners will prepare and

produce written texts

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.3)

The learner can

1. Be able to prepare

written texts

1.1 Plan written texts according to the intended

audience, purpose and situation

1.2 Draft written texts using techniques at: text

level, sentence level and word level

2. Be able to produce

written texts

2.1 Write fluently, coherently and cohesively

2.2 Write accurately and legibly using conventions

of lexis and syntax including grammar, spelling and

punctuation according to purpose

2.3 Edit and proof read written texts at text level,

sentence level and word level

181


K/503/4856 Writing skills for literacy and language teaching –

Level 3

Indicative Content


Learning Outcome 1. Be able to prepare written texts

1.1 Plan written texts according to the intended audience, purpose

and situation

writing processes (e.g. planning, drafting, formatting, editing,

proofreading)

generic features of texts

plan writing using, e.g (ICT-based) mind maps and graphic

organisers

1.2 Draft written texts using techniques at: text level, sentence

level and word level

Consider audience, purpose, authority and writing conventions when

drafting

Use notes/ plans to write a draft

Free writing

Learning Outcome 2. Be able to produce written texts

2.1 Write fluently, coherently and cohesively

Organisational features of texts (e.g. layout/ structure, back

references and connectives)

Textual coherence and sequencing

Cohesive devices (e.g. linking words, repetition)

2.2 Write accurately and legibly using conventions of lexis and

syntax including grammar, spelling and punctuation according

to purpose

Use appropriate vocabulary for purpose/ audience

Adhere to syntax and grammar conventions

Use appropriate/ accurate spelling and punctuation

2.3 Edit and proof read written texts at text level, sentence level

and word level

Proof read for accuracy and context (according to purpose and

audience)

182

Edit and revise text to produce a final version



of their particular learners. The aims and aspirations of all learners,

including those with identified special needs, including learning

difficulties/disabilities, should be considered and appropriate support

mechanisms put in place
















typically include

product evidence


reports / notes

witness statements

183













trainees/centres to track learner achievement evidence against Learning




site


184

Using Mathematics: Academic Subjects

Unit Reference

T/503/4861

Level

3

Credit Value

6

Guided Learning

Hours

30

Unit Summary


opportunity to develop knowledge and skills

relating to the LLUK Criteria for entry to

Mathematics (numeracy) teacher training in the

lifelong learning sector (LLUK 2007 amended Feb

2010). Trainees will interpret mathematical

situations, process problems, analyse

mathematical findings and use mathematical

communication in academic subjects

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Be able to interpret

mathematical

situations in academic

subjects

1.1 Explain the role of models in representing

mathematical situations

1.2 Analyse situations to interrogate for

mathematical information and problems in

academic subjects

1.3 Select mathematical methods, operations and

tools to extract mathematical information from

problem based contexts in academic subjects

185

2. Be able to process

mathematical

problems in academic

subjects

2.1 Analyse mathematical procedures for efficiency

and effectiveness

2.2 Examine linear and non-linear mathematical

patterns in academic subjects

2.3 Change values and assumptions when

investigating mathematical situations in academic

subjects

2.4 Use extended logic and multi-step structured

processes to find mathematical solutions in

academic subjects

3. Be able to analyse

mathematical findings

from academic

subjects

3.1 Analyse the effect of accuracy on the reliability

of mathematical findings in academic subjects

3.2 Interrogate mathematical conclusions for

errors or misconceptions

3.3 Interpret findings to draw conclusions in

academic subjects

4. Be able to use

mathematical

communication in

academic subjects

4.1 Select mathematical language for debate in

academic subjects

4.2 Select mathematical communication

techniques to suit audience

4.3 Present mathematical processing and analysis

4.4 Describe findings using mathematical

communication skills in academic subjects

186


T/503/4861 Using mathematics: academic subjects – Level 3

Indicative Content


Learning Outcome 1. Be able to interpret mathematical situations

in academic subjects

1.1 Explain the role of models in representing mathematical

situations

Use of mathematical models to describe and simulate real-life

situations, to make predictions and aid decision-making

Deterministic v statistical (stochastic) models

Theoretical v empirical models

Linear v non-linear models

1.2 Analyse situations to interrogate for mathematical information

and problems in academic subjects

Identifying the purposes and requirements of real-life situations and

problems

Identifying the mathematical content of real-life situations and

problems

Different ways of representing mathematical problems –

diagrammatic, algebraic

and statistical

Identifying the structure of mathematical problems, and relating

this to previously experienced situations and problems

Clarifying and defining strategies for investigating mathematical

problems

Stating and justifying assumptions

Stating hypotheses

1.3 Select mathematical methods, operations and tools to extract

mathematical information from problem based contexts in

academic subjects

Mathematical techniques and operations appropriate to the situation

and the level of the course (see indicative mathematical skills)

Mental/informal v written/formal methods appropriate to the

situation

187

Mathematical tools appropriate to the situation – calculators, apps,

computer software, drawing and measuring equipment, etc.

Learning Outcome 2. Be able to process mathematical problems in

academic subjects

2.1 Analyse mathematical procedures for efficiency and

effectiveness

Effectiveness of methods and procedures in answering/solving

specified problem

Time-efficiency of methods and procedures

Use of IT for repetitive calculations

Appropriate accuracy of calculations for the situation

2.2 Examine linear and non-linear mathematical patterns in

academic subjects

Distinctions between linear and non-linear functions and equations

Trial and improvement

Graphical techniques

Examining and explaining patterns

2.3 Change values and assumptions when investigating

mathematical situations in academic subjects

Use of variables

Altering inputs

Making assumptions

Predicting effects

Justifying decisions

Multiple solutions

2.4 Use extended logic and multi-step structured processes to find

mathematical solutions in academic subjects

Multi-step problems involving a variety of mathematical processes

appropriate to the level of the course (see indicative mathematical

skills)

Explaining and justifying choices and decisions

Use of iterative processes

Impact of error propagation/follow through

Learning Outcome 3. Be able to analyse mathematical findings

from academic subjects

3.1 Analyse the effect of accuracy on the reliability of

mathematical findings in academic subjects

Effects of rounding on accuracy

Appropriate levels of accuracy

188

Upper and lower bounds

Difference between significant figures and decimal places

3.2 Interrogate mathematical conclusions for errors or

misconceptions

Checking calculations for errors, inc. estimation, reverse calculation,

construction of formulae, conversion of units, and reasonableness of

answers

Reflecting on the original interpretation of situation/problem and

choice of methods

3.3 Interpret findings to draw conclusions in academic subjects

Interpret of findings in context of original situation/problem

Make projections and predictions

Draw conclusions

Make recommendations

Learning Outcome 4. Be able to use mathematical communication

in academic subjects

4.1 Select mathematical language for debate in academic subjects

Appropriate mathematical vocabulary and register to

explain/discuss methods and findings

Use clearly defined terms

4.2 Select mathematical communication techniques to suit

audience

Written reports, briefing documents, etc.

Verbal presentations, PowerPoints slides, etc

Spreadsheets

Use of graphs, charts, tables and diagrams appropriate to audience

Use of formulae, equations and functions appropriate to audience


Structured solutions showing individual steps in the process

Empirical findings

Logical argument and proof

Modelling and projections

4.4 Describe findings using mathematical communication skills in

academic subjects

Clear and concise explanations and justifications

Graphs, charts, tables and diagrams

Formulae, equations and functions

Mathematical models

189

Indicative Mathematical Skills

The following is indicative of the range of mathematical skills that

candidates should demonstrate

The place value system, expanded notation and practical application of

number theory (concepts of factors, multiples, order relations and order

of operations).

Computing with whole numbers, integers, fractions, decimals and

percentages

Converting between percentages, fractions and decimals; manipulating

fractions, decimals and percentages.

Understanding and creating two and three part ratios, calculating ratios

and reducing ratios to lower terms and establishing rates from ratio.

Calculating proportional change.

Manipulating and calculating indices and numbers expressed in standard

notation.

Mathematical information presented as standard compound measures

and units.

Interpreting representations of scale such as drawings and maps to

establish actual dimensions.

Creating scale drawings using appropriate measurements.

Calculating perimeter and area of regular and compound 3D shapes

Calculating surface area and volume of regular and compound 3D

shapes.

Rearrangement of basic algebraic expressions: collecting terms,

expanding brackets and extracting common factors and finding the

value of an unknown.

Using, manipulating and rearranging formulae

Graph of a linear equation and its properties

Solving quadratic equations using appropriate algebraic and graphical

techniques

Solving simultaneous linear equations with two variables using

appropriate algebraic and graphical techniques.

Properties of 2D and 3D shapes: angles, sides, faces, edges, vertices,

symmetry, similarity and congruence

Use of trigonometry and Pythagoras’ Theorem to solve practical

problems.

Basic sampling techniques and sampling distributions. Tabulation

techniques, and creating and interpreting charts and graphs.

190

Statistical diagrams: histograms, pie charts, frequency polygons,

cumulative frequency diagrams, scatter diagrams.

Measures of location and spread (including raw and grouped data):

mean, median and mode; upper and lower quartiles, inter-quartile

range, and standard deviation.

Correlation: ideas of positive correlation, negative correlation and no

correlation; correlation coefficient.

Regression: equation for line of best fit; drawing regression lines on

scatter plots; assessing how well a regression line fits the observed

data.

Probability: basic expressions and forms of representation of chance

(e.g. tree diagrams) and the associated terminology; theoretical and

experimental (statistical) approaches to probability

















191


wherever possible. It is recommended that such tasks are holistic for the

unit, and take the form of an extended mathematical problem solving

task, which enables candidates to demonstrate the full range of

assessment criteria and an appropriate range of the indicative

mathematical skills.

Evidence presented is not prescribed, but could typically include

written reports / assignments

presentations

observation reports















site


192

Using Mathematics: Personal and Public Life

Unit Reference

A/503/4859

Level

3

Credit Value

6

Guided Learning

Hours

30

Unit Summary









communication in professional and vocational

contexts

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can


mathematical

situations in personal

and public life





personal and public life



problem based contexts in personal and public life

193


mathematical

problems in personal

and public life


and effectiveness


patterns in personal and public life


investigating mathematical situations in in personal

and public life






from personal and

public life


of mathematical findings in personal and public life





4. Be able to use

mathematical

communication in

personal and public

life







communication skills in personal and public life

194


A/503/4859 Using mathematics: personal and public life – Level 3

Indicative Content



in personal and public life


situations







and problems in personal and public life


problems


problems


diagrammatic, algebraic and statistical




problems


Stating hypotheses







situation



195




effectiveness


specified problem











mathematical situations in in personal and public life

Use of variables

Altering inputs

Making assumptions

Predicting effects


Multiple solutions


mathematical solutions in personal and public life



skills)





from personal and public life


mathematical findings in personal and public life





196


misconceptions

Checking calculations for errors, inc. estimation, reverse calculation,

construction of formulae, conversion of units, and reasonableness of

answers


choice of methods

3.3 Interpret findings to draw conclusions in personal and public

life



Draw conclusions



in personal and public life

4.1 Select mathematical language for debate in personal and

public life





audience



Spreadsheets





Empirical findings








Mathematical models

197



candidates should demonstrate:



of operations).


percentages







notation.


and units.






shapes.







techniques






problems.




198









data.




















199









presentations

observation reports















site


200

Using Mathematics: Professional and Vocational Contexts

Unit Reference

F/503/4863

Level

3

Credit Value

6

Guided Learning

Hours

30

Unit Summary









communication in personal and public life

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can


mathematical

situations in

professional and

vocational contexts





professional and vocational contexts



problem based contexts in professional and

vocational contexts

201


mathematical

problems in

professional and

vocational contexts


and effectiveness


patterns in professional and vocational contexts


investigating mathematical situations in







from professional and

vocational contexts


of mathematical findings in professional and

vocational contexts





4. Be able to use

mathematical

communication in

professional and

vocational contexts







communication skills in professional and vocational

contexts

202


F/503/4863 Using mathematics: professional and vocational

contexts – Level 3

Indicative Content



in professional and vocational contexts


situations







and problems in professional and vocational contexts


problems


problems


diagrammatic, algebraic and statistical




problems


Stating hypotheses







situation

203






effectiveness


specified problem











mathematical situations in professional and vocational

contexts

Use of variables

Altering inputs

Making assumptions

Predicting effects


Multiple solutions


mathematical solutions in professional and vocational contexts



skills)





from professional and vocational contexts


mathematical findings in professional and vocational contexts


204





misconceptions

Checking calculations for errors, incl; estimation, reverse

calculation, construction of formulae, conversion of units, and

reasonableness of answers


choice of methods

3.3 Interpret findings to draw conclusions in professional and

vocational contexts



Draw conclusions



in professional and vocational contexts

4.1 Select mathematical language for debate in professional and

vocational contexts





audience



Spreadsheets





Empirical findings







205


Mathematical models



candidates should demonstrate



of operations).


percentages







notation.


and units.






shapes.







techniques






problems.

206












data.




















207









presentations

observation reports















site


208

Appendices

Recognition of Prior Learning (RPL), Exemptions, Credit Transfers

and Equivalencies

ABC Awards policy enables learners to avoid duplication of learning and

assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment

that considers whether a learner can demonstrate that they can

meet the assessment requirements for a unit through knowledge,

understanding or skills they already possess and do not need to

develop through a course of learning.

Exemption - Exemption applies to any certificated achievement which is

deemed to be of equivalent value to a unit within ABC qualification but

which does not necessarily share the exact learning outcomes and

assessment criteria. It is the assessor’s responsibility, in conjunction

with the Internal Moderator, to map this previous achievement against

the assessment requirements of the ABC qualification to be achieved in

order to determine its equivalence.

Any queries about the relevance of any certificated evidence, should be

referred in the first instance to your centre’s internal moderator and

then to ABC.

It is important to note that there may be restrictions upon a learner’s

ability to claim exemption or credit transfer which will be dependent

upon the currency of the unit/qualification and a learner’s existing

levels of skill or knowledge.

Where past certification only provides evidence that could be considered

for exemption of part of a unit, learners must be able to offer additional

evidence of previous or recent learning to supplement their evidence of

achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or a

component. Credit transfer is the process of using certificated credits

achieved in one qualification and transferring that achievement as a

valid contribution to the award of another qualification.

Units/Components transferred must share the same learning outcomes

and assessment criteria along with the same unit number. Assessors

must ensure that they review and verify the evidence through sight of:

o original certificates OR

o copies of certificates that have been signed and dated by the

internal moderator confirming the photocopy is a real copy

and make these available for scrutiny be the External

Moderator.

209

Equivalencies – opportunities to count credits from the unit(s) from

other qualifications or from unit(s) submitted by other recognised

organisations towards the place of mandatory or optional unit(s)

specified in the rule of combination. The unit must have the same

credit value or greater than the unit(s) in question and be at the same

level or higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption, Credit

Transfer and Equivalencies. Prior achievements may have resulted from

past or present employment, previous study or voluntary activities. Centres

should provide advice and guidance to the learner on what is appropriate

evidence and present that evidence to the external moderator in the usual

way.

Further guidance can be found in ‘Delivering and Assessing ABC

Qualifications’ which can be downloaded from

http://www.abcawards.co.uk/centres-2/policies-procedures/

Exemptions

There are no identified exemptions for these qualifications.

Equivalencies

There are no identified equivalencies for these qualifications.

Certification

Learners will be certificated for all units and qualifications that are achieved

and claimed.

ABC’s policies and procedures are available on the ABC website.

http://www.abcawards.co.uk/centres-2/policies-procedures/

210

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate

provider of education or training). It may be helpful to think – ‘Would I

need to plan for a member of staff to be present to give guidance or

supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order

for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a

qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time taken

in preparation, study or any other form of participation in education or

training but not under the direct supervision of a lecturer, supervisor or

tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

211

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate

response.

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