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  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Level 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Specification Ofqual Accreditation Number: Level 3 Preparing to Teach in the Lifelong Learning Sector (600/2734/4) Level 4 Preparing to Teach in the Lifelong Learning Sector (600/2655/8) Ofqual Accreditation Start Date: 01/09/2011 Ofqual Accreditation End Date: 31/12/2015 Ofqual Certification End Date: 31/12/2017O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 1 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector ASCENTIS’ MISSION STATEMENT ‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’ About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and Colleges of Further Education. Ascentis was the first ‘Open College’ in the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. Ascentis is distinctive and unusual in that it is both:  An Awarding Organisation regulated by the Office of Qualifications and Examinations Regulation (Ofqual) and  an Access Validating Agency (AVA) for ‘Access to HE Programmes’ licensed by the Quality Assurance Agency for Higher Education (QAA). Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. Ascentis Contact Details Ascentis Office 4 Lancaster Business Park Mannin Way Caton Road Lancaster LA1 3SW Tel: 01524 845046 www.ascentis.co.ukCompany limited by guarantee. Registered in England and Wales No. 6799564Registered Charity No. 1129180 O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 2 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Table of Contents PAGE Specification Summary _____________________________________________________________________ Introduction________________________________________________________________________________ 5 Background Information ____________________________________________________________________ Aims _____________________________________________________________________________________ 5 Objectives_________________________________________________________________________________ 5 Target Group ______________________________________________________________________________ 5 Level 3 Rules of Combination__________________________________________________________________ 6 Level 4 Rules of Combination__________________________________________________________________ 7 Time Limit for the Process of Credit Accumulation or Exemptions ______________________________________ 8 Recommended Prior Knowledge, Attainment and / or Experience ______________________________________ 8 Age Range of Qualification ____________________________________________________________________ 8 Opportunities for Progression __________________________________________________________________ 9 Mapping/ Relationships to National Occupational Standards __________________________________________ 9 Planning for Programme Delivery ______________________________________________________________ 9 Centre Resources __________________________________________________________________________ 9 Subject Specialist Pedagogy __________________________________________________________________ 10 Delivery and Contact Hours ___________________________________________________________________ 10 Recommended Reading ______________________________________________________________________ 11 Differentiation between Level 3 and 4 ___________________________________________________________ 11 Restrictions on Candidate Entries ______________________________________________________________ 11 Centre Recognition__________________________________________________________________________ 11 Qualification Approval _______________________________________________________________________ 11 Registration _______________________________________________________________________________ 12 Moral, Ethical, Spiritual, Cultural, Social, Environmental Issues etc ____________________________________ 12 Status in England and Wales __________________________________________________________________ 12 Reasonable Adjustments and Special Considerations _______________________________________________ 12 Enquiries and Appeals Procedure ______________________________________________________________ 12 ASSESSMENT AND VERIFICATION ARRANGEMENTS ___________________________________________ Overview _________________________________________________________________________________ 13 Completion of Assessment Tasks ______________________________________________________________ 13 Generic Tasks _____________________________________________________________________________ 13 Teaching Practice and Assessed Observations, Practice Hours and Observed and Assessed Practice _________ 14 Centre-devised Assessment Tasks _____________________________________________________________ 14 Centre Staffing _____________________________________________________________________________ 15 Verifiers __________________________________________________________________________________ 15 Verification ________________________________________________________________________________ 16 UNIT SPECIFICATIONS Level 3 _______________________________________________________________ Roles Responsibilities and Relationships in Lifelong Learning _________________________________________ 17 Understanding Inclusive Learning and Teaching in Lifelong Learning ___________________________________ 19 Using Inclusive Learning and Teaching in Lifelong Learning __________________________________________ 21 Facilitate Learning and Development for Individuals ________________________________________________ 23 Facilitate Learning and Development for Groups ___________________________________________________ 25 Principles of Assessments in Lifelong Learning ____________________________________________________ 27 Understanding the Principles and Practices of Assessment __________________________________________ 28O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 3 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector UNIT SPECIFICATIONS Level 4 _______________________________________________________________ Roles Responsibilities and Relationships in Lifelong Learning _________________________________________ 31 Understanding Inclusive Learning and Teaching in Lifelong Learning ___________________________________ 33 Using Inclusive Learning and Teaching in Lifelong Learning __________________________________________ 35 Manage Learning and Development in Groups ____________________________________________________ 37 Principles of Assessment in Lifelong Learning _____________________________________________________ 39 APPENDICES _____________________________________________________________________________ Appendix 1 Summary Record of Achievement _____________________________________________________ 40 Appendix 2 Observed Micro-Teaching Report _____________________________________________________ 41 Appendix 3 Level 3 and Level 4 Descriptors ______________________________________________________ 42 Appendix 4 Cover Sheet for Centre-devised Assessment Tasks _______________________________________ 45 Appendix 5 Glossary ________________________________________________________________________ 46 Appendix 6 Resource List to Support Delivery of PTTLS _____________________________________________ 47O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 4 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Level 3 and 4 award in Preparing to Teach in the Lifelong Learning Sector Introduction The Award in Preparing to Teach in the Lifelong Learning Sector at Level 3 or 4 provides the basic minimum standard for all those entering the teaching, learning and development profession. Achievement at either Level 3 or 4 confers threshold status to teach. The award is appropriate for teachers, tutors and trainers who may be working within an FE college, Adult and Community Learning Centre or Learning Provider and for those delivering work based training such as within voluntary, community, private and public organisations. The award gives the candidate an introduction to teaching and explores roles and responsibilities associated with the teaching role. The planning and delivering of sessions including engaging and motivating learners and establishing ground rules within a learning environment is covered. It explores the different assessment methods and the need for record keeping. The delivery of a micro- teaching session and teaching observation is a requirement of this qualification. There are several features of these awards making them appropriate to the target candidates: Ascentis-devised assessment task designed to cover all the assessment criteria within the units Assessment tasks designed to be holistic and relevant to candidates working or intending to work within a wider range of learning environments in the Lifelong Learning sector. Centre-devised assessment tasks are permissible provided they are approved by Ascentis before commencement of delivery Can be achieved by pre-service or in-service candidates These revised awards replace the original Preparing to Teach in the Lifelong Learning Sector Qualification. Revisions have been made following extensive sector consultation and feedback. Changes include:  6 credits to 12 credits  30 Guided Learning Hours to 48 Guided Learning Hours  Previously a one unit Award now both the Level 3 Award and the Level 4 Award comprises both Mandatory and Optional units Aims The aim of the awards are to provide those who want to be lecturers, trainers or tutors with the minimum threshold status needed for teaching within the Lifelong Learning Sector. Objectives 1 1 To understand the roles and responsibilities in relation to teaching 2 To understand appropriate teaching and learning approaches within the candidate’s specialist area 3 To plan, deliver and evaluate a micro-teaching session 4 To observe and evaluate micro-teaching sessions 5 To understand the use of assessment methods and record keeping Target Group The awards are aimed at any pre-service or in-service candidate who needs an initial award for their role as a teacher, trainer or tutor within an FE college, Adult and Community Learning Centre, Training Providers and those delivering work based training such as within voluntary, community, private and public organisations.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 5 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning SectorLevel 3 Award in Preparing to Teach in the Lifelong Learning SectorRules of CombinationTo be awarded this qualification the learner must achieve a total of 12 credits.  3 Credits from Group A  6 Credits from Group B  3 Credits from Group C Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Minimum credits: 12 Group A - Mandatory units Credit (from Group A): 3 Title Level Credit GLH QCF Unit ref Value Roles, responsibilities and relationships in 3 3 12 M/503/1229 lifelong learning Group B – Optional units Credit (from Group B):6 Title Level Credit GLH QCF Unit ref Value Understanding inclusive learning and teaching 3 3 12 T/503/1233 in lifelong learning Using inclusive learning and teaching 3 3 12 Y/503/1242 approaches in lifelong learning Facilitate learning and development for 3 6 25 J/502/9549 individuals Facilitate learning and development in groups 3 6 25 F/502/9548 Group C - Optional units Credit (from Group C) Mandatory unit: 3 Title Level Credit GLH QCF Unit ref Value Principles of assessment in lifelong learning 3 3 12 Y/503/1239 Understanding the principles and practices of 3 3 24 D/601/5313 assessmentO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 6 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning SectorLevel 4 Award in Preparing to Teach in the Lifelong Learning SectorRules of CombinationTo be awarded this qualification the learner must achieve a total of 12 credits  3 Credits from Group A  6 Credits from Group B or Group C(If Group B then 3 credits from Sub group B1 and 3 credits from Sub Group B2)  3 Credits from group DLearners must achieve a minimum of 9 credits at Level 4 to achieve the Level 4 qualification Level 4 Award in Preparing to Teach in the Lifelong Learning Sector Minimum credits: 12 Group A Credit (from Group A) units:3 Title Level Credit GLH QCF Unit ref Value Roles, responsibilities and relationships in 3 3 12 M/503/1229 lifelong learning Roles, responsibilities and relationships in 4 3 12 M/503/1232 lifelong learning Group B Credit (from Group B) units: 6 or 6 Credits from Group C 3 Credits from sub group B1 and 3 credits from sub group B2 Credit GLH QCF Unit ref Title Level Value Sub Group B1 Understanding inclusive learning and teaching 3 3 12 T/503/1233 in lifelong learning Understanding inclusive learning and teaching 4 3 12 F/503/1235 in lifelong learning Sub Group B2 Using inclusive learning and teaching 4 3 12 R/503/1238 approaches in lifelong learning Using inclusive learning and teaching 3 3 12 Y/503/1242 approaches in lifelong learningO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 7 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Group C Credit (from Group B) units: 6 or 6 Credits from Group C Title Level Credit GLH QCF Unit ref Value Managing learning and development in groups 4 6 30 A/502/9550 Group D Credit (from Group D) units: 3 Title Level Credit GLH QCF Unit ref Value Principles of Assessment in lifelong learning 3 3 12 Y/503/1239 Principles of Assessment in lifelong learning 4 3 12 R/503/1241 Understanding the principles and practices of 3 3 24 D/601/5313 assessment Credits from equivalent Units: Please contact the Ascentis office to request equivalences, and ask to speak to a member of the Qualifications Development Team. Credits from exemptions: Please contact the Ascentis office to request exemptions and ask to speak to a member of the Qualifications Development Team.Unit certification is available for any unit.Time Limit for the Process of Credit Accumulation or ExemptionsWithin the lifespan of the qualificationRecommended Prior Knowledge, Attainment and/or Experience Entry RequirementsAs part of the selection process for entry on to the course all potential entrants should be interviewed. It isrecommended that all candidates should have an initial assessment prior to commencement on the course.This should include an assessment of their individual needs with respect to the minimum core of language,literacy, numeracy and ICT. Centres need to ensure that candidates are selected for suitability on the courseestablishing that they meet the following minimum criteria:  Are capable of meeting LSIS professional standards for the learning and skills sector by the end of their course  Can read and communicate clearly and accurately enough to meet the requirements of their training  Do not have a criminal background which might prevent them from working as a teacher with young people or vulnerable adults  Hold a relevant vocational and/or academic qualification of at least the level above that of their learners and ideally a minimum Level 3 qualification in his/her own area of specialism.Age Range of QualificationThese qualifications are listed as being appropriate for learners of 19+O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 8 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning SectorOpportunities for ProgressionCredit Accumulation and TransferCandidates for whom teaching/tutoring/training is their major role will be required to progress to a furtherqualification appropriate to their role.Candidates who have achieved the Level 3 or Level 4 Award in Preparing to Teach in the Lifelong LearningSector Award could progress to the Level 3 or Level 4 Certificate in Teaching in the Lifelong Learning Sector,using their achievement in this award to contribute towards the certificate.Candidates who have achieved the Level 3 or Level 4 Award in Preparing to Teach in the Lifelong LearningSector could progress to the Level 5 Diploma in Teaching in the Lifelong Learning Sector using theirachievement in this award to contribute towards the diploma.Please note: both these revised qualifications, or the original PTLLS qualification can be used to transferforward into the Certificate or Diploma to Teach in the Lifelong Learning Sector.Mapping/Relationship to National Occupational StandardsThe units of assessment for the award were written by LSIS, based on LSIS overarching professionalstandards for teachers, tutors and trainers in the Lifelong Learning Sector.Planning for Programme DeliveryCentres wishing to offer the Ascentis Level 3 or 4 Award in Preparing for Teaching in the Lifelong LearningSector will need to consider:  The anticipated market  Support and guidance to meet individual learning needs  The mode of delivery of the programme: structure, content and assessment methods  Overall resource requirements for planning and delivery  Procedures for ensuring review and revision in accordance with contemporary issues  Quality assurance procedures  Progression opportunities. Centre Resources Centres wishing to offer these awards should ensure that there are sufficient resources to support delivery of the qualification. It is expected that taught sessions will be delivered in an identified base room in which the range of audio visual aids likely to be required for the micro-teaching sessions is or can be made available. It is also expected that candidates will have access to resources which are commensurate with the level 3 and 4 nature of the awards. Candidates should have access to a learning resource centre where they can obtain up to date reading materials, for example textbooks and journals, and information technology. Centre resources will be checked as part of the centre recognition process. Support Provided to Candidates for Their Learning Pre-course Information As part of the interview or general pre-course information, all potential entrants must be given guidance and advice on suitable success routes into teaching for all applicants. In particular, consideration should be given as to whether the Level 3 or Level 4 Award is the most appropriate route for a learner.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 9 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Individual Learning Plans (ILP) It is recommended that all candidates should have an individual learning plan (ILP). The individual learning plan should be informed by information gained through initial assessment and at interview and include:  Individual goals/targets in relation to the minimum core of language, literacy numeracy and ICT  Target dates for completion  Support for other needs identified such as careers/employment advice, use of facilities (ICT/library) and mentoring. The ILP should be regularly reviewed by the candidate’s personal tutor and an indication of when goals/targets have been met or what further action is required should be recorded as appropriate. Mentoring Support A mentor needs to be allocated to each learner. The mentor needs to have knowledge and relevant experience of teaching in the lifelong learning sector. Mentoring support can be provided in a variety of ways:  Regular e-mail/telephone contact  Organised tutorial sessions  Mentor available for ‘drop in’ support. The website www.ittpilotresources.org.uk contains information and best practice on mentoring and individual learning plans. If access to a mentor is difficult for a trainee teacher, then the centre must make arrangements for them to access subject specialist pedagogy. Subject Specialist Pedagogy It is essential that the following should be an integral part of the programme:  Differentiation to meet individual learning needs, including opportunities to develop subject specific pedagogy. This should include opportunities to meet other subject specialists, for example, experienced practitioners, mentors and peers, and opportunities to broaden teaching practice experience. Delivery and Contact Hours These awards have a credit value of 12 i.e. 120 hours of learning in total. 48 hours of this is GLH and includes the following:  Timetabled contact with tutor/lecturer  Individual or group tutorials with tutor- each candidate is entitled to a minimum of one tutorial for the award  Delivery of micro-teaching, tutor/assessor feedback on observed and assessed micro-teaching session, and observation of others’ micro-teaching (up to a maximum of 6 hours in total)  Directed study The usual expectation would be at least a minimum of 30 hours contact time. Centres may deliver the awards as either a part-time or a short, ‘fast track’ programme. It is envisaged that the majority of centres will opt for a part-time mode of delivery. Where centres opt for the short, full-time mode of delivery, it is recommended that the programme be delivered over a minimum of 4 weeks in order to allow sufficient time for candidates to complete the requirements of micro-teaching and allow time for reflection and evaluation. If the candidates are in-service, an account of the number of hours per week they are teaching is needed when deciding on the most appropriate delivery mode.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 10 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Recommended Reading The following resources are not designed to be used as a reading list by learners on a PTLLS programme. Teaching teams are encouraged to review the resources which will support their learners and incorporate these into the PTLLS teaching programme. Books  Curzon, L., B. (2003) Teaching in Further Education. Continuum International Publishing Group.  Daines, J., Daines, C., and Graham, B. (2006) Adult Learning, Adult Teaching. Welsh Academic Press.  Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector. Learning Matters.  Petty, G. (2004) (3rd Edition) Teaching Today. Nelson Thornes. nd  Petty, G. (2009) (2 Edition) Evidence Based Teaching Nelson Thornes. LLUK publications  Minimum Core - Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understanding and personal skills  Inclusive learning approaches for Literacy, Language, Numeracy and ICT– A Companion document to the minimum core  New overarching standards for teachers, tutors and trainers in the Lifelong Learning Sector Note: LLUK have now archived their website; follow the attached link to view the documents stored there. http://webarchive.nationalarchives.gov.uk/20110414152025/http://www.lluk.org/ Websites  www.nrdc.org.uk  www.excellencegateway.org.uk  https://www.education.gov.uk/publications/standard/publicationdetail Differentiation between Level 3 and 4 Centres may chose to deliver the Level 3 and 4 award together in the same sessions or separately. Whilst the content of both Level 3 and 4 course will be similar, the application of the knowledge, understanding and skills within the assessment tasks will be more sophisticated at Level 4. Level 4 candidates will be expected to use skills of evaluating, justifying and analysing, as opposed to a Level 3 candidate who is asked to describe and explain. Some candidates may choose, after initial assessment and with guidance from the centre, to select the Level 3 course, others may attempt Level 4, but if their work proves insufficient in depth for Level 4, it may be that they can meet the Level 3 requirements providing all the assessment criteria for a unit are achieved. Level descriptors are provided in Appendix 4. If claiming the Level 3 qualification a learner can only include units achieved at Level 3. Restriction on Candidate Entries There are no restrictions on candidate entries. Centre Recognition This qualification can only be offered by centres recognised by Ascentis and approved to run this qualification. Details of the centre recognition and qualification approval process are available from the Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk. Qualification Approval If your centre is already a recognised centre, you will need to complete and submit a qualification approval form to deliver this qualification. Details of the qualification approval process are available from the Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 11 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Registration All learners must normally be registered within seven weeks of commencement of a course via Rhombus (the Ascentis learner registration portal), contact the Accreditation Unit, accreditation@ascentis.co.uk for the ‘Rhombus Moral, Ethical, Spiritual, Cultural, Social, Legislative, Environmental Issues, Health and Safety considerations and the European dimension Within the learning outcomes and assessment criteria there are embedded opportunities to develop and explore many of these issues. Specific examples include:  Legislative: candidates will examine relevant current legislative requirements and codes of practice relating to teaching  Health and Safety: issues of health and safety, as relevant, will be addressed within devised schemes of work where candidates will need to consider how to create and maintain a safe and effective learning environment  Cultural: issues of equality and diversity and ways to promote inclusion are explored within a teaching context Status in England, Wales and Northern Ireland This qualification is available in England, Wales and Northern Ireland. It is only offered in English. If a centre based overseas (including Scotland) would like to offer this qualification, they should make an enquiry to Ascentis. Reasonable Adjustments and Special Considerations In the development of this qualification Ascentis has made every attempt to ensure that there are no unnecessary barriers to achievement, For candidates with particular requirements reasonable adjustments may be made in order that candidates can have fair assessment and demonstrate attainment. There are also arrangements for special consideration for any candidate suffering illness, injury or indisposition. Full details of the reasonable adjustments and special considerations are available from the Key Information/Policies area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office. Enquiries and Appeals Procedure Ascentis has an appeals procedure in accordance with the statutory regulation of external qualifications (QCF, 2008). Full details of this procedure, including how to make an application, are available from the Key Information/Policies area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 12 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector ASSESSMENT AND VERIFICATION ARRANGEMENTS Overview To achieve the award at Level 3 or 4 evidence of achievement of all the assessment criteria must be demonstrated, for the level at which the candidate is claiming certification, together with involvement in at least one hour of micro-teaching, including delivery and being observed and assessed for at least one 15 minutes micro-teaching session. An Ascentis-devised assessment task is included, covering all the assessment criteria of the unit and the normal expectation is that all sections of this assessment task will be completed by candidates. It is designed to meet the needs of candidates working or intending to work within a wide range of learning environments within the lifelong learning sector. Centre-devised assessment tasks are permissible, providing there is a rationale for these which will need to be approved by Ascentis prior to delivery. All assessment tasks should be internally verified within the centre. Ascentis will arrange external verification at a time convenient to the centre, and certification is available throughout the year. Completion of Assessment Task Candidates need to complete all sections of the assessment task for the unit in order to achieve the award. These are marked within the centre by an assessor who may or may not be the tutor delivering the course. Tutors/assessors marking the assessment tasks should consider whether all the assessment criteria that the task covers have been met. All assessment criteria within the unit must be achieved in order to achieve the award. The tutor/assessor must be confident that the work is the candidate’s own work. For example, this can be ensured by completion of at least part of an assessment task within a supervised classroom environment. The Summary Record of Achievement includes a statement on authentication which needs to be signed by both the candidate and assessor. This is found in Appendix 1. Tutors/assessors may give advice and guidance on the type of evidence/resources that need to be produced but cannot aid candidates in the development and production of work to be assessed. Candidates are allowed to re-draft and re-submit work up to three times. Tutors may provide feedback to the candidate pointing out areas of weakness in order that these can be improved on during further re- drafting. However, tutors/assessors cannot aid candidates in the development and production of work to be assessed. If candidates fail to meet the required standard for any of the assessment tasks, after re-drafting and re- submitting up to three times, further support will need to be provided by the tutor and mentor in order that they are able work towards the standard. Individual Learning Plans may need to be reviewed in order that support for the candidate is identified and provided. If a candidate is entered for the Level 4 award it may be more appropriate to consider entry at Level 3, particularly as this does not affect the later opportunity to use this to contribute towards a Level 3 and 4 Certificate and Level 5 Diploma in Teaching in the Lifelong Learning Sector. Generic Criteria All candidates’ evidence needs to demonstrate that they have met the following generic criteria for each unit as well as covering the appropriate assessment criteria within the unit:  Accurate use of grammar, spelling and punctuation  Clear expression of ideas and arguments  Use of reading and research through the inclusion of appropriate references in written text  Accurate use of numerical calculations and interpretation of data  Use of information and communication technology  Commitment to working within a professional value base Additionally Level 4 candidates will be expected to demonstrate:  Use of the Harvard system of bibliographical referencing  Analysis of and reflection on concepts and evidence to support a particular viewpointO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 13 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Teaching Practice and Assessed Observations As a minimum, candidates should be involved in one hour of micro-teaching in order to successfully achieve the award. Within this hour they must deliver a minimum of 15 minutes of micro-teaching, which should be observed and assessed by a member of the delivery team. The micro-teaching session will usually be delivered to a group, which may be other candidates on the course. For the additional 45 minutes candidates can either deliver additional micro-teaching sessions or observe the micro-teaching sessions of other candidates. If the candidate is already engaged in real teaching practice, this can be used to meet the requirements for micro-teaching and assessed observations. Real teaching practice can take place in the following settings:  Further Education  Further Education in Higher Education settings  Adult and Community Education  Literacy, Numeracy and ESOL provision within further and adult education  Workplace Candidates should be involved in at least one hour of microteaching. Each candidate must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, candidates can either deliver additional microteaching sessions or observe the microteaching sessions of other candidates. A pro-forma which can be used by observers and assessors of micro-teaching and for peer observation of micro-teaching is attached in Appendix 2. 7 Practice Hours and Assessed Observation – Learning and Development Units The following units assess occupational competence and require candidates to undertake practice in a work environment. Micro-teach not permitted. Practice should be in the appropriate context – either with groups of learners or with individual learners. The number of hours of teaching practice required and the number of assessed observation should, as a minimum, be as stated above.  Facilitate learning and development for individuals  Facilitate learning and development in groups  Manage learning and development in groups (Level 4) Centre-devised Assessment Tasks There may be some circumstances when the Ascentis-devised assessment tasks are not appropriate to a particular cohort of candidates. In such situations, the centre may devise alternative assessment tasks, which must cover all the assessment criteria within the unit and the requirements for teaching practice and assessed observations. Assessment tasks must be approved by Ascentis prior to commencement of delivery of the award. They should be submitted on the pro-forma in Appendix 4, and must include mapping of the tasks to the assessment criteriaO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 14 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Centre Staffing Centres will need to identify a suitably qualified Programme Manager, delivery team and candidate mentors. These members of the delivery team will need to have the following qualifications and experience:  A recognised teaching qualification e.g. Diploma in Teaching in the Lifelong Learning Sector or the Postgraduate Certificate in Education or Certificate in FE teaching-stage 1, 2 and 3, NVQ Level 4 in Learning and Development, or Certificate in Teaching in the Lifelong Learning Sector.  Substantial, successful teaching experience, supported by evidence from internal observation of teaching and learning reports  Fully conversant with contemporary issues in the post 16 sector There are additional requirements for those who assess the units;  Facilitate learning and development for individuals (Level 3)  Facilitate learning and development in groups (Level 3)  Manage learning and development in groups (Level 4) They must:  Have up-to-date working knowledge and experience of best practice in Learning and Development  Be occupationally competent in the units they are assessing Hold one of the following qualifications or their recognised equivalent:  The Level 3 Award in Assessing Competence in the Work Environment or  The Level 3 Certificate in Assessing Vocational Achievement, or  A1 Assess candidate performance using a range of methods, or  D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence; and  Show current evidence of continuing professional development in assessment and learning and development. Staff who meet these requirements will be accepted as approved members of the delivery team and will be expected to provide evidence of engaging in appropriate continuing professional development to ensure that knowledge and skills are kept up to date. Members of the delivery team may be accepted with alternative teacher training & related qualifications, for further guidance please contact the Ascentis office. Internal Verifiers should have qualifications and experience as above and additionally they should have experience of and attended training on the internal moderation process. Ascentis holds training events for internal moderators and any person new to this role is advised to attend one of these events. Alternatively, guidance on internal moderation may be provided during visits by the Ascentis external moderator. Centre staffing will be checked as part of the centre approval process, which will ask for copies of CVs and teaching certificates. Internal Verifiers should have qualifications and experience as above and additionally they should have experience of and attended training on the internal moderation process. Ascentis holds training events for internal moderators and any person new to this role is advised to attend one of these events. Alternatively, guidance on internal moderation may be provided during visits by the Ascentis external moderator. Centre staffing will be checked as part of the centre recognition process, which will ask for copies of CVs and teaching certificates.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 15 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Verification Internal Verification Internal verification is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. Internal verification of this programme will be co-ordinated by a named Foundation Co-ordinator at each centre, who will liaise with Ascentis. The Foundation Co-ordinator may also act as the internal verifier. Internal verification will be carried out through standardisation activities including the internal verification of portfolios evidence across all the groups of students, to include all the assessors and the full range of units. It is the responsibility of Internal Verifiers to ensure that assessors’ decisions are sampled and monitored throughout the qualification to ensure consistency and fairness. Internal Verifiers are also responsible for supporting assessors by offering advice and guidance. Further guidance is available in the password protected area of the Ascentis website or through contacting the Ascentis office. Ascentis External Verifiers will confirm the Internal Verification activities at their visit. External Verification Accredited centres will normally be visited twice a year for external verification although more frequent verifications can be requested from Ascentis, for which there is usually an additional charge. The focus of the external verification visits will include:  Verification of a sample of the learners’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with standards across other centres  Confirmation of coverage of all the assessment criteria required for each unit and the rules of combination required for the full award/certificate/diploma.  Staff development, including guidance and support for all assessors and internal verifiersO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 16 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationRoles and Responsibilities and Relationships in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 3IntroductionThe purpose of the unit is to enable the learner to understand the role and responsibilitiesof a teacher in lifelong learning and the relationship between different professionals in lifelonglearning. It includes responsibility for maintaining a safe and supportive learning environmentfor learners. Learning Outcomes Assessment Criteria The learner will The learner can 1 Understand own role and responsibilities in lifelong 1.1 Summarise key aspects of legislation, learning regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Explain own responsibilities for promoting equality and valuing diversity 1.3 Explain own role and responsibilities in lifelong learning 1.4 Explain own role and responsibilities in identifying and meeting the needs of learners 2 Understand the relationships between teachers and 2.1 Explain the boundaries between the other professionals in lifelong learning teaching role and other professional roles 2.2 Describe points of referral to meet the needs of learners 2.3 Summarise own responsibilities in relation to other professionals 3 Understand own responsibility for maintaining a safe 3.1 Explain own responsibilities in and supportive learning environment maintaining a safe and supportive learning environment 3.2 Explain ways to promote appropriate behaviour and respect for others Indicative Content  What it means to be a teacher in the LLS including the importance of context and how this influences the functions of a teacher  Working with 14-16 year olds; 16-19 year olds and 19+ learners  Relevant legislation and how this impacts on the role of the teacher and the experience of the learner in the classroom  Understanding the Overarching Professional Standards for teachers, tutors, trainers in the Lifelong Learning Sector  Teacher responsibilities in relation to equality and diversity  The range and roles of professionals involved in teaching and supporting learners and referring learners for support  Working within professional boundaries as a teacher  Maintaining professional relationships with colleagues involved in teaching and supporting learning  Recognising the Functional Skills of Literacy, language and numeracy (LLN) learners need to succeed on their programme of learning and identifying ways of supporting learners to develop these skills, e.g. embedding LLN into vocational programmes  Understanding your role in identifying and meeting learners’ needs  Managing the physical, social and learning environment to promote and encourage individual and group learning in a safe and secure settingO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 17 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Assessment Tasks Assessment Task – Roles, Responsibilities and Relationships in the Lifelong Learning Sector The candidate will demonstrate understanding of the teaching role, its responsibilities and boundaries, the importance of maintaining professional relationships and promoting. This should include: 1 A review of the teaching / training role, explaining its responsibilities and limits; how teachers work within professional boundaries and how to work with other professionals who support learners 2 A review of the records that must be maintained and the reasons for them 3 A summary of specific legislation that must be complied with / of which teachers must be aware 4 A discussion of equality and diversity issues relevant to a teaching / training situation 5 A description of the importance of promoting and maintaining a safe and secure learning environment In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 18 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationsUnderstanding Inclusive Learning and Teaching in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 3IntroductionThe purpose of the unit is to enable the learner to understand teaching and learning strategies andapproaches in lifelong learning, and how to use these to meet the needs of learners. It includes how tocreate a learning environment that engages and motivates learners. Learning Outcomes Assessment Criteria The learner will The learner can 1 Understand learning and teaching strategies in lifelong 1.1 Summarise learning and teaching learning strategies used in own specialism 1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners 1.3 Describe aspects of inclusive learning 2 Understand how to create inclusive learning and 2.1 Explain how to select inclusive learning teaching in lifelong learning and teaching techniques 2.2 Explain how to select resources that meet the needs of learners 2.3 Explain how to create assessment opportunities that meet the needs of learners 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills 3 Understand ways to create a motivating learning 3.1 Explain ways to engage and motivate environment learners in an inclusive learning environment 3.2 Summarise ways to establish ground rules with learners to promote respect for others 3.3 Explain ways to give constructive feedback that motivates learnersO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 19 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content Understanding and evaluating active learning and learner-centred approaches to teaching and learning in own specialist area ,including:  assessment for learning  co-operative learning  differentiation  embedding literacy, language and numeracy (LLN)  experiential learning  learning conversations  modelling  multi-sensory learning  relating theory and practice  using e-learning and technology  Inclusive learning practice and what it means for teachers in the LLS  The range of inclusion challenges for teachers and learners – including barriers to learning  Types of motivation – including intrinsic and extrinsic motivation  Factors affecting learner motivation to work and learn e.g. subject interest, learner perception of subject usefulness, general desire to achieve, self-confidence and self-esteem  Strategies to promote learner motivation  Role of ongoing constructive feedback in motivating learners Assessment Tasks Assessment task - Understanding inclusive learning and teaching in lifelong learning 1 Explain what you understand by inclusive learning and how adopting inclusive learning approaches supports learners to achieve their learning goals. In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 20 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationUsing Inclusive Learning and Teaching Approaches in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 3IntroductionThe purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teachingsession. It requires the learner to deliver a micro-teaching session and to evaluate their own deliverypractice. Learning Outcomes Assessment Criteria The learner will The learner can 1 Be able to plan inclusive learning and teaching 1.1 Plan a session for learning and teaching sessions that meets the needs of learners 1.2 Justify the selection of approaches to meet the needs of learners 1.3 Plan assessment methods to meet the needs of learners 2 Be able to deliver inclusive learning and teaching 2.1 Apply learning and teaching approaches sessions to meet the needs of learners 2.2 Use resources to meet the needs of learners 2.3 Communicate with learners to meet their needs and aid their understanding 2.4 Provide constructive feedback to learners 3 Be able to evaluate own practice in delivering inclusive 3.1 Reflect on own approaches to delivering learning and teaching inclusive learning and teaching 2.1 Identify areas for improvement in own practice Indicative Content As part of delivering a micro teaching session the learner should know: How to plan an inclusive learning session using active learning and learner-centred approaches  Schemes of work: content - e.g. topics, aims and objectives, teaching and assessment methods, resources  Session plans: content – e.g. aims and objectives, tutor activities, learner activities, assessment methods, resources, timings, strategies for differentiation, opportunities for embedding functional skills  Learning and teaching resources: e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, range of audio-visual aids, new and emerging technologies  Strengths and limitations of learning and teaching resources in relation to individual and group learning needs  Making the link between a session plan and how the approaches outlined and detailed in the plan meet the individual needs of learners Delivering an inclusive learning session which shows:  An understanding of the strategies, tools and pedagogy approaches that support inclusivity  Materials and resources that enable equal access to learning and assessment and how to adapt them  An understanding of how learners can take responsibility for their own learning and become expert learners  How to become a reflective practitioner  How to evaluate own practice and identify own learning needs in relation to inclusive teaching and learningO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 21 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Assessment Tasks Assessment Task - Using Inclusive Learning and Teaching Approaches in Lifelong Learning 1 Plan an inclusive learning session which details teaching and learning and assessment strategies to be used with learners; resources and how these have been adapted to use with learners 2 Evaluate the session for its effectiveness in meeting the individual needs of learners and make suggestions on how the session might be improved In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 22 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationFacilitate Learning and Development for IndividualsCredit Value of Unit: 6 GLH of Unit: 25 Level of Unit: 3IntroductionThe aim of this unit is to assess a learning and development practitioner’s understanding of how to facilitatelearning and development for individuals. This could be someone in a coaching or mentoring role. They arerequired to understand the use of a variety of methods. ‘Practitioner’ means anyone with a learning anddevelopment responsibility as part of their role. Learning outcomes Assessment criteria The learner will: The learner can: 1 Understand principles and practices of one to one 1.1 Explain purposes of one to one learning learning and development and development 1.2 Explain factors to be considered when facilitating learning and development to meet individual needs 1.3 Evaluate methods for facilitating learning and development to meet the needs of individuals 1.4 Explain how to manage risks and safeguard individuals when facilitating one to one learning and development 1.5 Explain how to overcome individual barriers to learning 1.6 Explain how to monitor individual learner progress 1.7 Explain how to adapt delivery to meet individual learner needs 2 Be able to facilitate one to one learning and 1.3 Clarify facilitation methods with individuals development to meet their learning and/or development objectives 3.2 Implement activities to meet learning and/or development objectives 3.3 Manage risks and safeguard learners participating in one to one learning and/or development 3 Be able to assist individual learners in applying new 3.1 Develop opportunities for individuals to knowledge and skills in practical contexts apply their new knowledge and learning in practical contexts 3.2 Explain benefits to individuals of applying new knowledge and skills 4 Be able to assist individual learners in reflecting on 4.1 Explain benefits of self-evaluation to their learning and/or development individuals 4.2 Review individual responses to one to one learning and/or development 4.3 Assist individual learners to identify their future learning and/or development needsO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 23 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content  Contexts and circumstances when it is appropriate to work with individual learners  Coaching and mentoring individual learners – the differences and similarities between both activities and when to use each  Strategies for facilitating learning and development with individual learners including the range of coaching and mentoring strategies and identify which strategies work with individual learners  Establishing the individual learning and development needs of learners  Barriers to learning and development and ways of overcoming barriers to learning and development of individuals  Understanding and managing the risks when working with individuals  Safeguarding practices for facilitating learning and development of individuals  Monitoring individual learner progress  Ways of adapting delivery to meet individual learner needs  Facilitating, motivating and supporting individual learners in applying what they have learned in the classroom into their everyday lives  Supporting individual learners to reflect on their own learning and development and the learning and development process to enable them to understand the benefits of reflection on their own learning  Supporting individual learners to identify their learning and development needs Assessment Tasks Working with an individual learner: 1 Setting the Learning and Development Scene - describe and explain your role in terms of facilitating the learning and development of the learner. Explain how you have established the learner’s individual learning and development needs. What barriers did the learner have and how have you worked to overcome these barriers. 2 Facilitating Learning and Development - draw up an individual learning and development plan for your learner which details the learning and development needs of the individual learner; how you have met the learning and development needs of your learner including specific strategies used; resources used and whether you adapted resources to meet the individual needs of your learner; how you motivated your learner to persist with their learning and development and how your learner is using their learning and development outside the classroom. 3 Reviewing and Evaluating Learning and Development – evaluate the progress your learner has made in meeting their learning and development targets; explain what worked and what did not work; what might you do differently in future. Include a statement from your learner describing the learning and development process for them and what they see as their future learning and development needs. In completing the Assessment tasks all assessment criteria need to be completed.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 24 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationFacilitate Learning and Development in GroupsCredit Value of Unit: 6 GLH of Unit: 25 Level of Unit: 3IntroductionThe aim of this unit is to assess a learning and development practitioner’s understanding of groupdynamics and facilitating learning and development in groups. They are required to understand the useof a variety of methods, for example, presentations, instructions, demonstrations, small group activities,skills practice and feedback, e-learning, blended learning, role plays, simulations and experientiallearning. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role. Learning outcomes Assessment criteria The learner will: The learner can: 1 Understand principles and practices of learning and 1.1 Explain purposes of group learning and development in groups development 1.2 Explain why delivery of learning and development must reflect group dynamics 1.3 Evaluate methods for facilitating learning and development to meet the needs of groups 1.4 Explain how to manage risks and safeguard individuals when facilitating learning and development in groups 1.5 Explain how to overcome barriers to learning in groups 1.6 Explain how to monitor individual learner progress within group learning and development activities 1.7 Explain how to adapt delivery based on feedback from learners in groups 2 Be able to facilitate learning and development in 2.1 Clarify facilitation methods with group groups members to meet group and individual learning objectives 2.2 Implement learning and development activities to meet learning objectives 2.3 Manage risks to group and individual learning and development 3 Be able to assist groups to apply new knowledge and 3.1 Develop opportunities for individuals to skills in practical contexts apply new knowledge and skills in practical contexts 3.2Provide group feedback to improve the application of learning 4.Be able to assist learners to reflect on their learning 4.1 Support self-evaluation by learners and development undertaken in groups 4.2Review individual responses to learning and development in groups 4.3 Assist learners to identify their future learning and development needsO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 25 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content  How groups work; their various stages of development and the implications of this for facilitating learning and development of groups  The benefits and drawbacks of learning in a group  Safeguarding learners and managing risks when working with groups of learners  Identifying barriers to learning of individuals in groups and how to overcome these barriers  Methods for facilitating learning and developing in groups including presentations, instructions, demonstrations, small group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations and experiential learning  Evaluating the range of methods above  Meeting the learning and development needs of individuals in groups  Obtaining and using feedback from groups to improve learning and development  Giving feedback to learners in groups to support learning and development  Facilitating, motivating and supporting groups of learners in applying what they have learned in the classroom into their everyday lives  Supporting groups of learners to reflect on their own learning and development and the learning and development process to enable them to understand the benefits of reflection on their own learning  Supporting groups learners to identify their learning and development needs Assessment Tasks Working with a Group of Learners: 1 Setting the Learning and Development Scene - describe and explain your role in terms of facilitating the learning and development of the group of learners. Explain how you have established the groups’ learning and development needs and how these relate to the learning and development needs of individuals. What barriers did the group have and how have you worked to overcome these barriers. 2 Facilitating Group Learning and Development - draw up a group learning and development plan which details the learning and development needs of group; how you have met the group’s learning and development needs including specific strategies used; resources used and whether you adapted resources to meet the needs of the group; how you motivated your group to persist with their learning and development and how your group is using their learning and development outside the classroom. 3 Reviewing and Evaluating Learning and Development – evaluate the progress your group has made in meeting their learning and development targets; explain what worked and what did not work; what might you do differently in future. Include a statement from your learners describing the learning and development process for them and what they see as their future learning and development needs. In completing the Assessment tasks all assessment criteria need to be completed.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 26 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationPrinciples of Assessment in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 3IntroductionThe purpose of the unit is to enable the learner to understand, in accordance with regulations permittingqualification of teachers at level 3, types and methods of assessment used in lifelong learning, ways toinvolve learners in the assessment process and the requirement to keep assessment records. Learning outcomes Assessment criteria The learner will: The learner can: 1 Understand types and methods of assessment used 1.1 Explain types of assessment used in in lifelong learning lifelong learning 1.2 Explain the use of methods of assessment in lifelong learning 1.3 Compare the strengths and limitations of assessment methods to meet individual learner needs 2 Understand ways to involve learners in the 2.1 Explain ways to involve the learner in the assessment process assessment process 2.2 Explain the role of peer and self- assessment in the assessment process 3 Understand requirements for keeping records of 3.1 Explain the need to keep records of assessment in lifelong learning assessment of learning. 3.2 Summarise the requirements for keeping records of assessment in an organisation Indicative Content  Assessment – what it is and reasons for assessing learners. The role of assessment in teaching and learning and how it is integral to the teaching and learning process  Types of assessment – initial, diagnostic, formative, summative – their purposes, strengths and limitations  Planning assessment – considerations for successful assessment, e.g. who, what, when, where, why and how  Choosing the correct assessment methods – observation, oral and written questions, using discussions with learners, prior learning and experience, written activities and projects, simulations, witness statements, learning journals, portfolios, etc  Involving learners in assessment including peer assessment  Validity and reliability in assessment  Assessment for learning – the role of feedback in assessment for learning, successful strategies to support assessment for learning  Standardisation in assessment and validating assessment decisions  The assessment records that need to be kept – the assessment record requirements of organisations and why these are important Assessment Tasks There are two parts to this assessment task. 1 Explain the various types of assessment, including when each might be used and the strengths and limitations. 2 What do you understand by the term: Assessment for Learning? How would you incorporate Assessment for learning strategies into your own teaching practice? In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysis.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 27 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationsUnderstanding the Principles and Practices of AssessmentCredit Value of Unit: 3 GLH of Unit: 24 Level of Unit: 3IntroductionThis unit is intended for those who wish to gain an understanding of the principles and practices ofassessment without any requirements to practice as assessors.The aim of this unit is to assess the learning and development practitioners knowledge and understanding ofthe principles and practices of assessment.Practitioner means anyone with a learning and development responsibility as the whole or part of their role Learning Outcomes Assessment Criteria The learner will be able to The learner can 1 Understand the principles and requirements of 1.1 Explain the function of assessment in learning assessment and development 1.2 Define the key concepts and principles of assessment 1.3 Explain the responsibilities of the assessor 1.4 Identify the regulations and requirements relevant to assessment in own area of practice. 2 Understand different types of assessment 2.1 Compare the strengths and limitations of a methods range of assessment methods with reference to the needs of individual learners 3 Understand how to plan assessment 3.1 Summarise key factors to consider when planning assessment 3.2 Evaluate the benefits of using a holistic approach to assessment 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility 3.5 Explain how to minimise risks through the planning process 4 Understand how to involve learners and others in 4.1 Explain the importance of involving the learner assessment and others in the assessment process 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 28 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Learning Outcomes Assessment Criteria The learner will be able to The learner can 5 Understand how to make assessment decisions 5.1 Explain how to judge whether evidence is:  Authentic  Current  Sufficient 5.2 Explain how to ensure that assessment decisions are:  Fair  Made against specific criteria  Reliable  Valid 6 Understand quality assurance of the assessment 6.1 Evaluate the importance of quality assurance process in the assessment process 6.2 Summarise quality assurance and standardisation procedures in own area of practice 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice. 7 Understand how to manage information relating 7.1 Explain the importance of following to assessment procedures for the management of information relating to assessment 7.2 Explain how feedback and questioning contribute to the assessment process 8 Understand the legal and good practice 8.1 Explain legal issues, policies and procedure requirements in relation to assessment relevant to assessment, including those for confidentiality, health, safety and welfare. 8.2 Explain the contribution that technology can make to the assessment process 8.3 Evaluate requirements for equality and diversity and where appropriate, bilingualism in relation to assessment. 8.4 Explain the value of reflective practice and continuing professional development in the assessment process.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 29 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content  What is assessment?  The role of assessment in teaching and learning  Planning for assessment – who, when, where, and why assess  Assessment for learning – the role of feedback and questioning in assessment which supports learning  Holistic assessment – designing activities which provide evidence-rich assessment opportunities  Range of people and their roles in the assessment process – the learner, teacher/assessor, expert witnesses, supervisor, internal verifier, external verifier etc  Assessment types and their purposes, including initial, diagnostic, formative and summative assessment, self assessment, peer assessment  Assessment methods, their strengths and limitations in relation to individual learners and when each might be used – including tests, observations, presentations, assignments, case studies, journals, portfolios, e-assessment, multiple choice questions, short answer questions, oral questioning etc  Learner involvement in the assessment process - ways of involving learners in the assessment process; how to ensure that assessment meets the individual needs of learners  Making decisions about evidence and ensuring that evidence is authentic, current valid, reliable and sufficient  Assessment and quality assurance processes in candidates’ own organisations; how internal standardisation works in own organisation and what happens when there are disputes about assessment  The information generated by the assessment process; how this information is managed; what happens to it and how is it used in candidates’ own organisations  Legal requirements relating to assessment including, equality and diversity, health and safety, confidentiality etc  Ensuring continued good practice in relation to assessment – the roles of reflective practice and continuing professional development Assessment Tasks There are two parts to this assessment task. 1 Explain the role of assessment in the teaching and learning process. 2 Choose three assessment methods which you think promote learner-centred approach and explain how these three methods achieve this. In completing the Assessment tasks all assessment criteria need to be completed.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 30 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationRoles and Responsibilities and Relationships in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 4IntroductionThe purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher inlifelong learning and the relationship between different professionals in lifelong learning. It includesresponsibility for maintaining a safe and supportive learning environment for learners. Learning Outcomes Assessment Criteria The learner will The learner can 1 Understand own role and responsibilities in lifelong 1.1 Summarise key aspects of legislation, learning regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and valuing diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners 2 Understand the relationships between teachers and 2.1 Analyse the boundaries between the other professionals in lifelong learning teaching role and other professional roles 2.2 Review points of referral to meet the needs of learners 2.3 Evaluate own responsibilities in relation to other professionals 3 Understand own responsibility for maintaining a safe 3.1 Explain how to establish and maintain a and supportive learning environment safe and supportive learning environment 3.2 Explain how to promote appropriate behaviour and respect for others Indicative Content  What it means to be a teacher in the LLS including the importance of context and how this influences the functions of a teacher  Working with 14-16 year olds; 16-19 year olds and 19+ learners  Relevant legislation and how this impacts on the role of the teacher and the experience of the learner in the classroom  Understanding the Overarching Professional Standards for teachers, tutors, trainers in the Lifelong Learning Sector  Teacher responsibilities in relation to equality and diversity  The range and roles of professionals involved in teaching and supporting learners and referring learners for support  Working within professional boundaries as a teacher  Maintaining professional relationships with colleagues involved in teaching and supporting learning  Recognising the Functional Skills of Literacy, language and numeracy (LLN) learners need to succeed on their programme of learning and identifying ways of supporting learners to develop these skills , e.g. embedding LLN into vocational programmes  Understanding your role in identifying and meeting learners’ needs  Managing the physical, social and learning environment to promote and encourage individual and group learning in a safe and secure settingO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 31 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Assessment Tasks Assessment Task – Roles, Responsibilities and Relationships in the Lifelong Learning Sector The candidate will demonstrate understanding of the teaching role, its responsibilities and boundaries, the importance of maintaining professional relationships and promoting. This should include: 1 A review of the teaching / training role, explaining its responsibilities and limits; how teachers work within professional boundaries and how to work with other professionals who support learners 2 A review of the records that must be maintained and the reasons for them 3 A summary of specific legislation that must be complied with / of which teachers must be aware 4 A discussion of equality and diversity issues relevant to a teaching / training situation 5 An analysis of the importance of promoting and maintaining a safe and secure learning environment In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 32 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationUnderstanding Inclusive Learning and Teaching in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 4IntroductionThe purpose of the unit is to enable the learner to understand teaching and learning strategies andapproaches in lifelong learning, and how to use these to meet the needs of learners. It includes how tocreate a learning environment that engages and motivates learners. Learning Outcomes Assessment Criteria The learner will The learner can 1 Understand learning and teaching strategies in lifelong 1.1 Analyse learning and teaching strategies learning used in own specialism 1.2 Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners 1.3 Evaluate aspects of inclusive learning 2 Understand how to create inclusive learning and 2.2 Analyse inclusive approaches to learning teaching in lifelong learning and teaching 2.2 Analyse how to select resources to meet the needs of learners 2.3 Explain how to create assessment opportunities that meet the needs of learners 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills 3 Understand how to create a motivating learning 3.1 Explain how to engage and motivate environment learners in an inclusive learning environment 3.2 Explain how to establish ground rules with learners to promote respect for others 3.3 Review ways to give constructive feedback to motivate learners Indicative Content Understanding and evaluating active learning and learner-centred approaches to teaching and learning in own specialist area ,including:  Assessment for learning  Co-operative learning  Differentiation  Embedding Literacy, Language and Numeracy (LLN)  Experiential learning  Learning conversations  Modelling  Multi-sensory learning  Relating theory and practice  Using e-learning and technologyO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 33 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content  Inclusive learning practice and what it means for teachers in the LLS  The range of inclusion challenges for teachers and learners – including barriers to learning  Types of motivation – including intrinsic and extrinsic motivation  Factors affecting learner motivation to work and learn e.g. subject interest, learner perception of subject usefulness, general desire to achieve, self-confidence and self-esteem  Strategies to promote learner motivation  Role of ongoing constructive feedback in motivating learners Assessment Tasks Assessment task - Understanding Inclusive Learning and Teaching in Lifelong Learning 1 Justify what you understand by inclusive learning and how adopting inclusive learning approaches supports learners to achieve their learning goals. In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 34 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationUsing Inclusive Learning and Teaching Approaches in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 4IntroductionThe purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teachingsession. It requires the learner to deliver a micro-teaching session and to evaluate their own deliverypractice Learning Outcomes Assessment Criteria The learner will The learner can 1 Be able to plan inclusive learning and teaching 1.1 Plan a session for learning and teaching sessions that meets the needs of learners 1.2 Justify the selection of approaches to meet the needs of learners 2 Be able to deliver inclusive learning and teaching 2.1 Demonstrate inclusive learning and sessions teaching approaches to engage and motivate learners. 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners 3 Be able to evaluate own practice in delivering 3.1 Review own approaches to delivering inclusive learning and teaching inclusive learning and teaching 3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners Indicative Content As part of delivering a micro teaching session the learner should know: How to plan an inclusive learning session using active learning and learner-centred approaches  Schemes of work: content – e.g. topics, aims and objectives, teaching and assessment methods, resources  Session plans: content – e.g. aims and objectives, tutor activities, learner activities, assessment methods, resources, timings, strategies for differentiation, opportunities for embedding functional skills  Learning and teaching resources: e.g. handouts, worksheets, case studies, diagrams and charts, textbooks, journals, range of audio-visual aids, new and emerging technologies  Strengths and limitations of learning and teaching resources in relation to individual and group learning needs  Making the link between a session plan and how the approaches outlined and detailed in the plan meet the individual needs of learnersO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 35 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Indicative Content Delivering an inclusive learning session which shows:  An understanding of the strategies, tools and pedagogy approaches that support inclusivity  materials and resources that enable equal access to learning and assessment and how to adapt them  An understanding of how learners can take responsibility for their own learning and become expert learners  How to become a reflective practitioner  How to evaluate own practice and identify own learning needs in relation to inclusive teaching and learning Assessment Tasks Assessment Task - Using Inclusive Learning and Teaching Approaches in Lifelong Learning 1 Plan an inclusive learning session which details teaching and learning and assessment strategies to be used with learners; resources and how these have been adapted to use with learners 2 Evaluate the session for its effectiveness in meeting the individual needs of learners and make suggestions on how the session might be improved. In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 36 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationManage Learning and Development in GroupsCredit Value of Unit: 6 GLH of Unit: 30 Level of Unit: 4IntroductionThe aim of this unit is to assess a learning and development practitioner’s management of learning anddevelopment in groups. They are expected to understand the use of a variety of management methods, forexample, motivational strategies, behaviour management, provision of advice as well as deliver strategies tofacilitate learning. They are also expected to involve learners within groups in the learning and developmentprocess. Learning Outcomes Assessment Criteria The learner will be able to The learner can 1 Understand the principles and practices of 1.1 Analyse the characteristics of group managing learning and development in groups 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 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 2 Be able to manage group learning and 2.1 Facilitate communication, collaboration and development environments 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 3.1 Involve learners in agreeing group learning learning and development in groups 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 needsO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 37 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Learning Outcomes Assessment Criteria The learner will be able to The learner can 4 Be able to manage learning and development in 4.1 Support learners’ rights in relation to equality, groups to comply with legal and organisational diversity and inclusion requirements 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 Indicative Content  How groups work; their various stages of development and the implications of this for managing learning and development of groups  Strategies for engaging 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  Strategies for obtaining meaningful feedback from learners to support the improvement of learning for the group  Agreeing group targets for learning and development  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 resources to support learning and development of the group  Responding to the individual learning and development needs of group members  Managing the learning and development of groups in order to comply with appropriate legislation, e.g. safeguarding of learners; health and wellbeing of learners; equality and diversity; confidentiality etc.  Understanding and complying with the needs of the organisation in relation to learner records Assessment Tasks Working with a group of learners: 1 Identify their learning and development needs and justify the methods used to determine these. Choose two learning and development objectives and devise a plan to achieve these for the group. Implement the plan with your group. Write a commentary to accompany the plan which explains your decisions made at each step in the management of the learning and development process. 2 For example, explain the context within which you are working with your group. 3 How would you describe and analyse the group’s dynamics in relation to what you have read about groups. 4 What strategies have you used to motivate and engage the group? 5 How have you managed challenging behaviours within the group? 6 How have you supported individuals within the group to achieve their learning and development objectives? 7 What resources have you used? 8 What has worked well and what would you change in the future? In completing the Assessment tasks all assessment criteria need to be completed. Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysisO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 38 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Unit SpecificationPrinciples of Assessment in Lifelong LearningCredit Value of Unit: 3 GLH of Unit: 12 Level of Unit: 4IntroductionThe purpose of the unit is to enable the learner to understand types and methods of assessment used inlifelong learning, ways to involve learners in the assessment process and the requirement to keepassessment records. Learning Outcomes Assessment Criteria The learner will The learner can 1 Understand how types and methods of 1.1 Analyse how types of assessment are used assessment are used in lifelong learning in lifelong learning 1.2 Analyse how assessment methods are used in lifelong learning 1.3 Evaluate strengths and limitations of assessment methods to meet individual learner needs 2 Understand how to involve learners in the 2.1 Evaluate how to involve the learner in the assessment process assessment process 2.2 Analyse the role of peer and self-assessment in the assessment process 3 Understand requirements for keeping records of 3.1 Explain the need to keep records of assessment in lifelong learning assessment of learning 3.2 Summarise the requirements for keeping records of assessment in an organisation Indicative Content  Assessment – what it is and reasons for assessing learners. The role of assessment in teaching and learning and how it is integral to the teaching and learning process  Types of assessment – initial, diagnostic, formative, summative – their purposes, strengths and limitations  Planning assessment – considerations for successful assessment, e.g. who, what, when, where, why and how  Choosing the correct assessment methods – observation, oral and written questions, using discussions with learners, prior learning and experience, written activities and projects, simulations, witness statements, learning journals, portfolios, etc  Involving learners in assessment including peer assessment  Validity and reliability in assessment  Assessment for learning – the role of feedback in assessment for learning, successful strategies to support assessment for learning  Standardisation in assessment and validating assessment decisions  The assessment records that need to be kept – the assessment record requirements of organisations and why these are important Assessment Tasks There are two parts to this assessment task. 1 Explain the various types of assessment, including when each might be used and the strengths and limitations. 2 What do you understand by the term: Assessment for Learning? How would you incorporate Assessment for Learning strategies into your own teaching practice? In completing the Assessment tasks all assessment criteria need to be completed Note: You need to demonstrate some research and wider reading in your answer and for Level 4 demonstrate the skills of analysis.O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 39 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Appendix 1 Summary Record of AchievementAscentis Level 3 Award in Preparing to Teach in the Lifelong Learning SectorAscentis Level 4 Award in Preparing to Teach in the Lifelong Learning SectorCentre Name ___________________________________________________________________________Candidate Name ________________________________________________________________________ Ascentis Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Date Completed Assessor Signature Internal Moderator Signature Unit 1 Ascentis Level 4 Award in Preparing to Teach in the Lifelong Learning Sector Date Completed Assessor Signature Internal Moderator Signature Unit 1The above evidence has been assessed against the standards and has been judged for validity,authenticity, currency, reliability and sufficiency.Candidate Signature _____________________________________________ Date __________________Assessor Signature _____________________________________________ Date __________________O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 40 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Appendix 2 Observed Micro-Teaching ReportAscentis Award in Preparing to Teach in the Lifelong Learning SectorCandidate: Date:Topic: Duration: Planning & Preparation Yes No Clarity & content of lesson plan Clarity of learning outcomes Teaching & learning resources Learning environment Delivery Yes No Clear introduction to session Clarity of communication Appropriate strategies Evidence of inclusivity Application of subject knowledge Effective time management Clear conclusion to session Assessment & Feedback Yes No Relevant to topic Relevant to group Relevant methodology Summary Review Strengths Areas for development Name of observer: Status of observer: Observer signature: Candidate signature:O:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 41 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Appendix 3 Level 3 and Level 4 Descriptors QCF Level Descriptor Extract: Level 3 Knowledge and Application and Autonomy and Level Summary understanding action accountability 3 Achievement at Level 3 Use factual, Address problems Take responsibility for reflects the ability to procedural and that, while well initiating and identify and use theoretical defined, may be completing tasks and relevant understanding, understanding to complex and non- procedures, including, methods and skills to complete tasks and routine. where relevant, complete tasks and address problems responsibility of address problems that, that, while well Identify, select and supervising or guiding while well defined, have defined, may be use appropriate others. a measure of complex and non- skills, methods and complexity. It includes routine. procedures. Exercise autonomy taking responsibility for and judgement within initiating and Interpret and evaluate limited parameters. completing tasks and Use appropriate relevant information investigation to procedures as well as and ideas. exercising autonomy inform actions. and judgement within limited parameters. It Be aware of the Review how effective also reflects awareness nature of the area of methods and chosen of different perspectives study or work. actions have been. or approaches within an area of study or work. Have awareness of different perspectives or approaches within the area of study of work. Ofqual (2007) Level Descriptors for positioning units in the Qualifications and Credit Framework tests and trials (Version 2) London. OfqualO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 42 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Appendix 3 Level 3 and Level 4 Descriptors QCF Level Descriptor Extract: Level 4 Level Summary Knowledge and Application and Autonomy and understanding action accountability 4 Achievement at Level 4 Use practical, Address problems Take responsibility for reflects the ability to theoretical or that are complex and courses of action, identify and use technical non-routine while including, where relevant understanding, understanding to normally fairly well relevant, responsibility methods and skills to address problems that defined. for the work of others. address problems that are well defined but are well defined but complex and non- Identify, adapt and Exercise autonomy complex and non- routine. use appropriate and judgement within routine. It includes methods and skills. broad but generally taking responsibility for Analyse, interpret and well-defined overall courses of evaluate relevant parameters. action as well as Initiate and use information and ideas. appropriate exercising autonomy and judgement within investigation to fairly broad parameters. Be aware of the inform actions. It also reflects nature and understanding of approximate scope of Review the different perspectives or the area of study or effectiveness and approaches within an work. appropriateness of area of study or work. methods, actions Have an informed and results. awareness of different perspectives or approaches within the area of study of work. Ofqual (2007) Level Descriptors for positioning units in the Qualifications and Credit Framework tests and trials (Version 2) London. OfqualO:ASCENTISQualifications Development UnitQualification Development ProjectsFor FormattingPTLLSPreparing to Teach in the Lifelong Learning Sector Page 43 of 47 Version 4 – 10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Subject Code L3: TPTL1 Subject Code L4: TPTL2 Level 3 descriptors Level 4 descriptorsBy the end of the programme, candidates will By the end of the programme, candidates willbe able to demonstrate: be able to demonstrate:Awareness of the relationship between theory The relationship between theory and practiceand practice Evaluation of key concepts and principles in theirAwareness of key concepts and principles in their area of studyarea of study Application of their knowledge and understandingApplication of their knowledge and understanding of key concepts and principles to personal andof key concepts and principles to personal and professional practiceprofessional practice Evidence of reading and researchEvidence of reading Concise, precise academic writing showingDevelopment of academic writing skills evidence of planningClear expression of ideas and arguments Clear formulation of ideas and argumentsAwareness of the Harvard bibliographical Utilisation of the Harvard bibliographicalreferencing system referencing systemEffective communication of information and Effective communication of information andarguments to a range of audiences arguments to a range of audiencesAccurate use of grammar, punctuation and Accurate use of grammar, punctuation andspelling spellingEvidence of commitment to working within a Analysis of and reflection on concepts andprofessional value base evidence to support a particular point of view Evidence of commitment to working within a professional value baseC:UserswoolhamrAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.OutlookBOLQJ00TNEW - Level 3 and 4 Award in Preparing to Teach in theLifelong Learning Sector.docx Page 44 of 47 Version 4 -10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Subject Code L3: TPTL1 Subject Code L4: TPTL2 Appendix 4 Cover Sheet for Centre-devised Assessment TasksCover Sheet for the Submission of Assignment Tasks for Qualifications within the TeacherTraining and Related Qualifications for approval by Ascentis Qualification Title Qualification Subject Code Qualification Level Title of the Assessment tasks Centre Name Name of Coordinator Signature of Coordinator Date Please enclose the assignments for approval together with this cover sheet and return to return to development@ascentis.co.uk. . Within each assignment mapping of the tasks to the assessment criteria must be included and the assessment tasks should cover all the assessment criteria of the unit at a particular level. Please list in the box below any additional information that you may wish to give in support of this submission. (You may attach a separate sheet) Additional Information in Support of the Submission For Ascentis use only Approved YES NO Referred Ascentis Quality Manager Signature Date C:UserswoolhamrAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.OutlookBOLQJ00TNEW - Level 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector.docx Page 45 of 47 Version 4 -10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Subject Code L3: TPTL1 Subject Code L4: TPTL2 Appendix 5 GlossaryThe table gives definitions for each of the terms used and Acronyms in this document Acronym/Term Definition Credit One credit equates to ten notational hours of learning (QCF) CTTLS Certificate in Teaching in the Lifelong Learning Sector DTTLS Diploma in Teaching in the Lifelong Learning Sector FE Further Education GLH Guided Learning Hours (as defined by the Skills Funding Agency) HEI Higher Education Institution LLUK Lifelong Learning UK LSIS Learning and Skills Improvement Service Microteaching A training technique where group members prepare and deliver a short session and evaluate their practice PTTLS (Award in ) Preparing to Teach in the Lifelong Learning Sector QCF Qualifications and Credit Framework QTLS Qualified Teacher, Learning and Skills RoC Rules of Combination RPL Recognition of Prior Learning SSC Sector Skills Council WBL Work Based Learning C:UserswoolhamrAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.OutlookBOLQJ00TNEW - Level 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector.docx Page 46 of 47 Version 4 -10th August 2011
  • Ascentis Award in Preparing to Teach in the Lifelong Learning Sector Subject Code L3: TPTL1 Subject Code L4: TPTL2 Appendix 6 Resource List to Support Delivery of PTLLSThe following resources are not designed to be used as a reading list by learners on a PTLLSprogramme. Teaching teams are encouraged to review the resources which will support theirlearners and incorporate these into the PTLLS teaching programme.Books:  Curzon, L., B. (2003) Teaching in Further Education. Continuum International Publishing Group.  Daines, J., Daines, C., and Graham, B. (2006) Adult Learning, Adult Teaching. Welsh Academic Press.  Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector. Learning Matters.  Petty, G. (2004) (3rd Edition) Teaching Today. Nelson Thornes. nd  Petty, G. (2009) (2 Edition) Evidence Based Teaching Nelson Thornes.  DCSF (2008a). The Assessment for Learning Strategy. Department for Children, Schools and Families.LLUK Publications:  Minimum Core - Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understanding and personal skills  Inclusive learning approaches for Literacy, Language, Numeracy and ICT– A Companion document to the minimum core  New overarching standards for teachers, tutors and trainers in the Lifelong Learning SectorNote: LLUK have now archived their website; follow the attached link to view the documents storedthere.http://webarchive.nationalarchives.gov.uk/20110414152025/http://www.lluk.org/LSIS Publications  Jones, C. (2005) Assessment for LearningWebsites:  www.nrdc.org.uk  www.excellencegateway.org.uk  https://www.education.gov.uk/publications/standard/publicationdetailC:UserswoolhamrAppDataLocalMicrosoftWindowsTemporary Internet FilesContent.OutlookBOLQJ00TNEW - Level 3 and 4 Award in Preparing to Teach in theLifelong Learning Sector.docx Page 47 of 47 Version 4 -10th August 2011