4 units for Education and Training assessments (Level 5 TQUK)

Units of assessment

Mandatory Units

Unit 1

Title: Developing teaching, learning and assessment in education and training

R/505/0923

Level: 5

Credit value: 20

Guided learning hours 65

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Be able to investigate practice in own

area of specialism 1.1

Analyse the application of pedagogical principles in own area

of specialism

1.2 Evaluate the effectiveness of use of creative and innovative

approaches in own area of specialism

2.Be able to apply theories, principles

and models of learning, communication

and assessment to planning inclusive

teaching and learning

2.1 Use initial and diagnostic assessments to agree learners’

individual goals and learning preferences

2.2

Devise a scheme of work taking account of:

 the needs of learners;

 the delivery model; and

 internal and external requirements

2.3

Design teaching and learning plans which take account of:

 the individual goals, needs and learning preferences of

all learners; and

 curriculum requirements

2.4 Identify opportunities for learners and others to provide

feedback to inform inclusive practice

2.5

Explain how own practice in planning inclusive teaching and

learning has taken account of theories, principles and models

of learning, communication and assessment

3.Be able to apply theories of behaviour

management to creating and

maintaining a safe, inclusive teaching

and learning environment

3.1 Analyse theories of behaviour management

3.2 Establish and sustain a safe, inclusive learning environment

3.3 Explain how own practice in creating and maintaining a safe,

inclusive teaching and learning environment has taken

account of theories of behaviour management

4.Be able to apply theories, principles

and models of learning and

communication to delivering inclusive

teaching and learning

4.1

Design resources that:

 actively promote equality and value diversity; and

 meet the identified needs of specific learners

4.2

Demonstrate flexibility and adaptability in the use of inclusive

teaching and learning approaches and resources, including

technologies, to meet the needs of individual learners

4.3 Demonstrate ways to promote equality and value diversity in

own teaching

4.4 Communicate with learners, learning professionals and others

to meet individual learning needs and encourage progression

4.5

Explain how own delivery of inclusive teaching and learning

has taken account of theories, principles and models of

learning and communication

5.Be able to apply theories, models and

principles of assessment to assessing

learning in education and training

5.1 Design assessments that meet the individual needs of learners

5.2

Demonstrate flexibility and adaptability in using types and

methods of assessment to meet individual learning needs and

assessment requirements

5.3

Demonstrate the use of assessment data in:

 monitoring learners’ achievement, attainment and

progress;

 setting learners’ targets;

 planning subsequent sessions; and

 recording the outcomes of assessment

5.4 Communicate assessment information to other professionals

with an interest in learner achievement

5.5 Explain how own assessment practice has taken account of

theories, models and principles of assessment

6.Be able to implement expectations of

the minimum core in planning,

delivering and assessing inclusive

teaching and learning

6.1

Analyse ways in which minimum core elements can be

demonstrated in planning, delivering and assessing inclusive

teaching and learning

6.2 Apply minimum core elements in planning, delivering and

assessing inclusive teaching and learning

7.Be able to apply theories and models

of reflection and evaluation to the

7.1 Use theories and models of reflection to evaluate the

effectiveness of own practice in planning, delivering and

evaluation of own practice in planning,

delivering and assessing inclusive

teaching and learning

assessing inclusive teaching and learning

7.2 Analyse ways to improve own practice in planning, delivering

and assessing inclusive teaching and learning

Assessment requirements:

The learning outcomes must be assessed in a teaching and learning environment.

Simulation is not permitted.

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

To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a

minimum of two assessed observations of practice that meet the required standard of practice.

The unit Theories, principles and models in education and training (Level 5) is a prerequisite for this unit.

Unit 2

Title: Teaching, learning and assessment in education and training

H/505/0912

Level: 4

Credit value: 20

Guided learning hours 65

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand roles, responsibilities and

relationships in education and training

1.1 Analyse own role and responsibilities in education and training

1.2 Summarise key aspects of legislation, regulatory requirements

and codes of practice relating to own role and responsibilities

1.3 Analyse the relationships and boundaries between the teaching

role and other professional roles

1.4 Describe points of referral to meet the needs of learners

2.Be able to use initial and diagnostic

assessment to agree individual learning

goals with learners

2.1 Explain why it is important to identify and meet the individual

needs of learners

2.2 Analyse the role and use of initial and diagnostic assessment in

agreeing individual learning goals

2.3 Use methods of initial and diagnostic assessment to agree

individual learning goals with learners

2.4 Record learners’ individual learning goals

3.Be able to plan inclusive teaching and

learning 3.1

Devise a scheme of work in accordance with internal and

external requirements

3.2

Design teaching and learning plans which respond to:

• the individual goals and needs of all learners; and

• curriculum requirements.

3.3 Explain how own planning meets the individual needs of

learners

3.4 Explain ways in which teaching and learning plans can be

adapted to meet the individual needs of learners

3.5 Identify opportunities for learners to provide feedback to

inform inclusive practice

4.Be able to create and maintain a safe,

inclusive teaching and learning

environment

4.1 Explain why it is important to promote appropriate behaviour

and respect for others

4.2 Explain ways to promote equality and value diversity

4.3 Establish and sustain a safe, inclusive learning environment

5.Be able to deliver inclusive teaching

and learning 5.1

Analyse the effectiveness of teaching and learning approaches

used in own area of specialism in relation to meeting the

individual needs of learners

5.2 Analyse benefits and limitations of communication methods

and media used in own area of specialism

5.3

Analyse the effectiveness of resources used in own area of

specialism in relation to meeting the individual needs of

learners

5.4 Use inclusive teaching and learning approaches and resources,

including technologies, to meet the individual needs of learners

5.5 Demonstrate ways to promote equality and value diversity in

own teaching

5.6 Adapt teaching and learning approaches and resources,

including technologies, to meet the individual needs of learners

5.7 Communicate with learners and learning professionals to meet

individual learning needs

6.Be able to assess learning in education

and training 6.1

Explain the purposes and types of assessment used in

education and training

6.2 Analyse the effectiveness of assessment methods in relation to

meeting the individual needs of learners

6.3

Use types and methods of assessment, including peer and self-

assessment, to:

• involve learners in assessment;

• meet the individual needs of learners;

• enable learners to produce assessment evidence that is valid,

reliable, sufficient, authentic and current; and

• meet internal and external assessment requirements

6.4 Use questioning and feedback to contribute to the assessment

process

6.5 Record the outcomes of assessments to meet internal and

external requirements

6.6 Communicate assessment information to other professionals

with an interest in learner achievement

7.Be able to implement expectations of

the minimum core in planning,

delivering and assessing inclusive

teaching and learning

7.1

Analyse ways in which minimum core elements can be

demonstrated in planning, delivering and assessing inclusive

teaching and learning

7.2 Apply minimum core elements in planning, delivering and

assessing inclusive teaching and learning

8.Be able to evaluate own practice in

planning, delivering and assessing

inclusive teaching and learning

8.1

Review the effectiveness of own practice in planning, delivering

and assessing inclusive teaching and learning, taking account of

the views of learners and others

8.2 Identify areas for improvement in own practice in planning,

delivering and assessing inclusive teaching and learning

Assessment requirements:

The learning outcomes must be assessed in a teaching and learning environment.

Simulation is not permitted.

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

To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum

of two assessed observations of practice that meet the required standard of practice.

Unit 3

Title: Theories, principles and models in education and training

A/505/0818

Level: 5

Credit value: 20

Guided learning hours: 60

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the application of

theories, principles and models of

learning in education and training

1.1 Analyse theories, principles and models of learning

1.2 Explain ways in which theories, principles and models of

learning can be applied to teaching, learning and assessment

1.3 Analyse models of learning preferences

1.4

Explain how identifying and taking account of learners’

individual learning preferences enables inclusive teaching,

learning and assessment

2.Understand the application of theories,

principles and models of communication

in education and training

2.1 Analyse theories, principles and models of communication

2.2

Explain ways in which theories, principles and models of

communication can be applied to teaching, learning and

assessment

3.Understand the application of theories,

principles and models of assessment in

education and training

3.1 Analyse theories, principles and models of assessment

3.2 Explain ways in which theories, principles and models of

assessment can be applied in assessing learning

4.Understand the application of theories

and models of curriculum development

within own area of specialism

4.1 Analyse theories and models of curriculum development

4.2

Explain ways in which theories and models of curriculum

development can be applied in developing curricula in own

area of specialism

5.Understand the application of theories

and models of reflection and evaluation

to reviewing own practice

5.1 Analyse theories and models of reflection and evaluation

5.2 Explain ways in which theories and models of reflection and

evaluation can be applied to reviewing own practice

Assessment requirements: This unit is a prerequisite for the unit Developing teaching, learning and assessment

(Level 5).

Unit 4

Title: Wider professional practice and development in education and training

J/505/0837

Level: 5

Credit value: 15

Guided learning hours 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand professionalism and the

influence of professional values in

education and training

1.1 Define the concepts of professionalism and dual

professionalism in education and training

1.2 Explain ways in which professional values influence own

practice in own area of specialism

2.Understand the policy context of

education and training

2.1 Explain ways in which social, political and economic factors

influence education policy

2.2 Analyse the impact of current educational policies on

curriculum and practice in own area of specialism

3.Understand the impact of

accountability to stakeholders and

external bodies on education and

training

3.1 Explain the roles of stakeholders and external bodies in

education and training

3.2 Explain how being accountable to stakeholders and external

bodies impacts on organisations in education and training

3.3 Explain why it is important to work in partnership with

employers and other stakeholders in education and training

3.4

Analyse the impact of being accountable to stakeholders and

external bodies on curriculum design, delivery and assessment

in own area of specialism

4.Understand the organisational context

of education and training

4.1 Explain key aspects of policies, codes of practice and

guidelines of an organisation

4.2

Analyse the impact of organisational requirements and

expectations on curriculum and practice in own area of

specialism

5.Be able to contribute to the quality

improvement and quality assurance

5.1 Analyse the quality improvement and quality assurance

arrangements of an organisation