Level 5 DET Units and 360 Guided Learning Hours

Optional Units

Unit 5

Title: Action research

T/503/5380

Level: 5

Credit value: 15

Guided learning hours 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the purpose and nature

of action research

1.1 Explain the purpose of action research

1.2 Analyse key features of the action research process

1.3 Analyse the implications of a model of action research

2.Be able to initiate action research 2.1 Justify own choice of an area of practice for action research

2.2 Plan a clear intervention strategy

2.3 Justify the choice and timescales of an intervention strategy

2.4 Explain how ethical and political considerations and issues of

confidentiality will be observed in practice

2.5 Implement a clear intervention strategy

3.Understand ways of carrying out

action research

3.1 Evaluate methods for action research

3.2 Evaluate methods of collecting qualitative and quantitative

data

3.3 Review ways in which collected data may be analysed

4.Be able to carry out action research 4.1

Draw on selected literature relating to an area of practice for

action research

4.2 Justify own choice of methods selected for action research

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

4.4 Analyse data collected from action research

4.5 Present data collected from action research

4.6 Draw conclusions based on findings from action research

5.Be able to present the outcomes of

action research

5.1 Report own findings and conclusions from action research

5.2 Justify own recommendations for action to be taken based on

conclusions from action research

6.Be able to evaluate own practice in

relation to action research 6.1

Analyse the effectiveness of own practice in relation to action

research

6.2 Identify own strengths and areas for improvement in relation

to action research

6.3 Plan opportunities to improve own skills in action research

Assessment requirements: None

Unit 6

Unit title Delivering employability skills

M/505/1089

Level 4

Credit value 6

Guided learning hours 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the difference between

employability skills and employment skills

1.1 Explain the differences between employability skills and

employment skills.

1.2 Explain the benefits to learners of having employability skills.

2. Understand the personal qualities and

skills needed for the delivery of

employability skills

2.1 Analyse personal qualities and skills required for the delivery of

employability skills.

2.2 Analyse the influence of personal presentation on the success of

the delivery of employability skills.

3. Be able to use techniques, strategies,

and practices that reflect the workplace

in the delivery of employability skills.

3.1 Review techniques for the delivery of employability skills.

3.2 Review strategies used to transform training areas to

3.3 Plan employability skills sessions that:

 meet the needs of learners; and

 reflect a realistic working environment.

3.4 Use selected techniques and strategies to deliver employability

skills sessions.

3.5 Demonstrate ways to negotiate behavioural parameters when

using workplace practices with learners.

4. Be able to evaluate own delivery of

employability skills.

4.1 Evaluate the effectiveness of techniques, strategies, and practices

used for the delivery of employability skills.

4.2 Identify own strengths and areas for improvement for the

delivery of employability skills.

reflect a realistic working environment.

Assessment requirements: The learning outcomes must be assessed in a teaching and learning environment. There is

a requirement to observe and assess practice in this unit

Simulation is not permitted.

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

Unit 7

Title: Develop and prepare resources for learning and development

A/502/9547

Level: 4

Credit value: 6

Guided learning hours: 25

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand principles underpinning

development and preparation of resources

for learning and development

1.1 Explain principles underpinning resource selection for

learning and development

1.2

Analyse factors that are important when developing and

preparing resources that conform to national legislation

and organisational policies

1.3 Evaluate the contribution of technology to the

development of learning and development resources

2. Be able to develop resources to meet

learning and development needs 2.1

Agree needs of learners for whom resources are being

developed

2.2

Prepare resources for the delivery of learning and

development ensuring legislative and organisational

health, safety, welfare, equality and inclusion requirements

are met

2.3 Plan adaptations to and use of technology within

resources to meet learning and development needs

2.4 Prepare guidance to assist those using learning and

development resources

2.5 Evaluate the suitability of resources for learning and

development

Assessment requirements:

This unit assesses occupational competence. Evidence for learning outcome 2 must come from performance in the

work environment. Simulations, projects or assignments are not allowed.

Unit 8

Title: Develop learning and development programmes

M/502/9545

Level: 4

Credit value: 6

Guided learning hours: 30

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the principles underpinning

the development of learning and

development programmes

1.1 Explain the objectives of learning and development

programmes

1.2

Evaluate the factors of learning and development that

impact on:

 development

 delivery

 assessment and accreditation

1.3 Explain the importance of learner involvement when

developing learning and development programmes

1.4 Evaluate the risks that need to be managed when

developing learning and development programmes

1.5 Compare methodologies to monitor and evaluate learning

and development programmes

2.Be able to develop learning and

development programmes 2.1

Identify the learning outcomes required for learning and

development programmes

2.2 Develop a plan for a learning and development

programme

2.3 Plan the assessment approaches to meet the learning

outcomes of learning and development programmes

2.4 Produce resources for learning and development

programmes

3.Be able to review learning and

development programmes 3.1

Evaluate the learning outcomes of a learning and

development programme

3.2 Evaluate the delivery and assessment of a learning and

development programme

3.3 Identify areas for improvement for learning and

development programmes

Assessment requirements:

This unit assesses occupational competence. Evidence for learning outcome 2 must come from performance in the

work environment. Simulations, projects or assignments are not allowed.

Unit 9

Title: Developing, using and organising resources in a specialist area

H/505/1090

Level: 5

Credit value: 15

Guided learning hours 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the purpose and use of

resources in own specialist area

1.1 Explain the purpose of resources in teaching and learning

1.2 Evaluate the effectiveness of specific resources from own

specialist area in meeting individual learning needs

2.Be able to develop and use inclusive

resources in own specialist area

2.1 Analyse principles of resource design

2.2 Evaluate sources that inform resource development in own

specialist area

2.3

Analyse how theories, principles and models of inclusive

curriculum design can be used to inform resource

development in own specialist area

2.4 Analyse ways in which resources can be adapted to enable an

inclusive approach in own specialist area

2.5

Design resources, including those that involve new and

emerging technologies, to engage and meet the individual

needs of learners in own specialist area

2.6 Employ resources to engage and meet the individual needs of

learners in own specialist area

3.Understand how to organise and

enable access to resources

3.1 Explain ways in which resources can be classified and stored

3.2 Review ways of sharing resources with other learning

professionals

4.Understand legal requirements and

responsibilities relating to the

development and use of resources

4.1 Review legal requirements and responsibilities relating to the

development and use of resources

4.2 Analyse the implications of intellectual property rights and

copyright for the development and use of resources

5.Be able to evaluate own practice in

relation to development and use of

resources in own specialist area

5.1

Evaluate the effectiveness of own design and use of resources

to engage and meet the individual needs of learners in own

specialist area

5.2 Identify own strengths and areas for improvement in relation

to development and use of resources in own specialist area

5.3 Plan opportunities to improve own skills in development and

use of resources in own specialist area

Assessment requirements : none

Unit 10

Title: Effective partnership working in the learning and teaching context

Y/503/5310

Level: 4

Credit value: 15

Guided learning hours: 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the purpose and nature of

partnership working

1.1 Explain reasons for partnership working.

1.2 Review opportunities and challenges of working within a

partnership.

1.3 Review models of partnerships.

1.4 Explain ways of sustaining partnerships and their outputs.

1.5 Explain the need for ground rules and terms of reference

in partnership working.

1.6 Justify the need for realistic timescales and deadlines in

effective partnership working.

2. Understand the purpose, aims, and

objectives of a partnership

2.1 Explain the purpose of a specific partnership.

2.2 Identify the aims and objectives of a specific partnership.

3. Understand the structure and

management of a partnership

3.1 Review individual roles and responsibilities within a specific

partnership.

3.2 Summarise the potential contribution of stakeholders to a

specific partnership.

3.3 Identify boundaries of individual roles and ownership

issues within a specific partnership.

3.4 Review resource implications for a specific partnership and

its individual members.

3.5 Review how a specific partnership is managed, identifying

potential management issues.

4. Understand how to measure and report

on a partnership’s outputs

4.1 Summarise performance indicators used to measure the

effectiveness of a specific partnership

4.2 Review the effectiveness of a specific partneshipr’s

outputs, drawing on valid and reliable data

4.3 Summarise methods of presenting partnership outputs to

interested parties

5. Understand how to communicate

effectively within a partnership.

5.1 Summarise methods for effective communication between

partners

5.2 Review the communication strategy of a specific

partnership

5.3 Review own communication methods and skills as a

partnership member

6. Understand the wider context within

which a partnership operates

6.1 Explain the potential impact of other stakeholders and

agencies relating to a specific partnership

6.2 Summarise the impact of key government policies and

initiatives on a specific partnership

6.3 Review ways for a partnership to establish and maintain

communities of practice.

Assessment requirements: n/a

Unit 11

Title: Engage with employers to facilitate workforce development

D/502/9556

Level: 4

Credit value: 6

Guided learning hours: 30

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the opportunities available

for workforce development 1.1

Analyse national approaches related to the skilling and

productivity of the workforce in line with current legislation

and socio-economic requirements

1.2 Explain what constitutes workforce development in a

business context

1.3 Explain the funding opportunities available for workforce

development

2.Understand how to engage with

employers to promote workforce

development

2.1 Analyse information about individual employers and

employment sectors, locally and nationally

2.2 Explain how to gauge employers’ level of interest in

workforce development opportunities

2.3

Evaluate methods of approaching and engaging with

employers to motivate them to engage in workforce

development

3.Understand how to design learning and

development opportunities in the

workplace

3.1 Analyse what motivates employees to undertake learning

and development in the workplace

3.2

Explain the key factors to be considered when designing

learning and development solutions for employers and

employees

3.3 Critically compare learning and development programmes

which already exist with newly developed opportunities

4. Understand how to facilitate learning

and development opportunities in the

workplace

4.1 Identify the sources of support and resources that are

available from stakeholders

4.2 Explain how employees might overcome obstacles when

engaging with learning and development

4.3 Explain how to select, support and monitor staff delivering

learning and development solutions

4.4

Evaluate the impact of workforce development

opportunities on:

 employees

 businesses

5. Be able to engage with employers on

workforce development issues 5.1

Research information about the business needs of

employers in relation to productivity and performance

5.2 Report to employers employee development needs in a

professional manner

6. Be able to work with employers to

facilitate workforce development solutions 6.1

Prepare information and advice for the employer on

solutions relevant to their business

6.2

Review employer workforce development needs using

methods relevant to the nature of the business and its

employees

6.3 Propose solutions that recognise the needs of the

workforce

6.4 Implement processes to develop and support the

workforce within a business partnership with the employer

6.5 Provide ongoing evaluation of workforce development for

the purposes of quality improvement

6.6 Work with the employer to measure the impact of

workforce development on their business

Assessment requirements:

This unit assesses occupational competence. Evidence for learning outcomes 5-6 must come from performance in

the work environment. Simulations, projects or assignments are not allowed for these learning outcomes.

Unit 12

Title: Equality and diversity

Y/503/5789

Level: 4

Credit value: 6

Guided learning hours: 25

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the key features of a culture

which promotes equality and values

diversity.

1.1 Define the meanings of equality and diversity in the UK

context.

1.2 Analyse the benefits of promoting equality and diversity

for individual learners.

1.3 Define legislation, employment regulations, and codes of

practice relevant to the promotion of equality and valuing

of diversity.

2. Understand the importance of

promoting equality and valuing diversity in

lifelong learning.

2.1 Reflect on how the promotion of equality and diversity can

protect learners from risk of harm.

2.2 Explain actions that can be taken to value individual

learners.

2.3 Explain good practice in providing individual learners with

information.

3. Be able to promote equality and value

diversity.

3.1 Use communication strategies to promote equality and

diversity.

3.2 Analyse how own behaviour can impact on an

organisation’s culture in relation to equality and diversity

3.3 Explain how working with other agencies can promote

diversity.

4. Understand how to help others in the

promotion of equality and valuing of

diversity.

4.1 Describe actions by individuals that can undermine

equality and diversity.

4.2 Recommend modifications to systems and structures that

do not promote equality and diversity.

5. Be able to review own contribution to 5.1 Reflect on own strengths in promoting equality and

promoting equality and valuing diversity in

lifelong learning.

valuing diversity.

5.2 Evaluate the impact of own practice in promoting equality

and valuing diversity.

5.3 Identify areas for further personal development in

promoting equality and valuing diversity.

Assessment requirements: n/a

Unit 13

Title: Evaluating learning programmes

K/505/1091

Level: 4

Credit value: 3

Guided learning hours: 15

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the principles and methods

of evaluating learning programmes.

1.1 Analyse the principles of evaluating learning.

1.2 Explain how the principles of evaluating learning can be

applied to evaluation of learning programmes.

1.3 Analyse methods used for evaluating the effectiveness of

learning programmes.

1.4 Analyse methods of data collection and analysis used to

evaluate learning programmes.

2. Be able to plan the evaluation of a

learning programme.

2.1 Develop a framework for the evaluation of a learning

programme.

2.2 Devise objectives in order to achieve evaluation aims.

2.3 Select methods for evaluating the effectiveness of a

learning programme.

2.4 Select methods for collecting data to evaluate the

effectiveness of a learning programme.

3. Be able to evaluate the effectiveness of

a learning programme.

3.1 Apply selected methods to evaluate the effectiveness of a

learning programme.

3.2 Apply selected methods to collect data to evaluate the

effectiveness of a learning programme.

3.3 Analyse data collected to evaluate the effectiveness of a

learning programme.

3.4 Apply relevant guidelines and legislation relevant to data

collection and analysis.

3.5 Present an analysis of evaluation results.

3.6 Explain how evaluation results can be used to improve the

effectiveness of a learning programme.

Assessment requirements: n/a

Unit 14

Title: Identify the learning needs of organisations

H/502/9543

Level: 4

Credit value: 6

Guided learning hours: 30

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the principles and practices

of learning needs analysis for organisations 1.1

Explain the principles and practice of learning needs

analysis for organisations

1.2 Analyse the factors that can influence the identification of

organisational learning needs

1.3 Explain why it is important to gain the support and

commitment of relevant people

1.4 Review the methodologies required for a learning needs

analysis

2.Be able to conduct learning needs

analysis for the organisation 2.1

Confirm the purpose and aims of learning needs analysis

with relevant people

2.2 Select the organisational learning needs analysis

methodology

2.3 Apply the organisational learning needs analysis

methodology

2.4 Analyse the learning needs of the organisation

2.5 Review methods of communicating findings from learning

needs analysis to relevant people in organisations

3.Be able to agree organisational learning

and development plans with relevant

people

3.1 Present recommendations for learning and development

to relevant people

3.2 Review and revise priorities with relevant people

Assessment requirements: This unit assesses occupational competence. Evidence for learning outcomes 2-3 must

come from performance in the work environment. Simulations, projects or assignments are not allowed for these

learning outcomes.

Unit 15

Title: Inclusive practice

L/503/5384

Level: 4

Credit value: 15

Guided learning hours: 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand factors that influence

learning.

1.1 Review the impact of personal, social, and cultural factors

on learning.

1.2 Review the impact of different cognitive, physical, and

sensory abilities on learning.

2. Understand the impact of policy and

regulatory frameworks on inclusive

practice.

2.1 Summarise policy and regulatory frameworks relating to

inclusive practice.

2.2 Explain how policy and regulatory frameworks influence

organisational policies relating to inclusive practice.

2.3 Explain how policy and regulatory frameworks influence

own inclusive practice.

3. Understand roles and responsibilities

relating to inclusive practice.

3.1 Summarise own role and responsibilities relating to

inclusive practice.

3.2 Explain the relationship between own role and the roles of

other professionals involved in inclusive practice.

3.3 Identify points of referral available to meet individual

learning needs.

4. Understand how to create and maintain

an inclusive learning environment.

4.1 Review key features and benefits of an inclusive learning

environment.

4.2 Analyse ways to promote equality and value diversity.

4.3 Analyse ways to promote inclusion.

4.4 Review strategies for effective liaison between

professionals involved in inclusive practice.

5. Understand how to evaluate own 5.1 Review the effectiveness of own inclusive practice.

inclusive practice. 5.2 Identify own strengths and areas for improvement in

relation to inclusive practice.

5.3 Plan opportunities to improve own skills in inclusive

practice.

Assessment requirements: n/a

Unit 16

Title: Internally assure the quality of assessment

A/601/5321

Level: 4

Credit value: 6

Guided learning hours: 45

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Be able to plan the internal quality

assurance of assessment 1.1

Plan monitoring activities according to the requirements of

own role

1.2 Make arrangements for internal monitoring activities to

assure quality

2. Be able to internally evaluate the quality

of assessment 2.1

Carry out internal monitoring activities to quality

requirements

2.2 Evaluate assessor expertise and competence in relation to

the requirements of their role

2.3 Evaluate the planning and preparation of assessment

processes

2.4 Determine whether assessment methods are safe, fair,

valid and reliable

2.5 Determine whether assessment decisions are made using

the specified criteria

2.6 Compare assessor decisions to ensure they are consistent

3.Be able to internally maintain and

improve the quality of assessment 3.1

Provide assessors with feedback, advice and support,

including professional development opportunities, which

help them to maintain and improve the quality of

assessment

3.2 Apply procedures to standardise assessment practices and

outcomes

4. Be able to manage information relevant

to the internal quality assurance of

assessment

4.1 Apply procedures for recording, storing and reporting

information relating to internal quality assurance

4.2 Follow procedures to maintain confidentiality of internal

quality assurance information

5.Be able to maintain legal and good

practice requirements when internally

monitoring and maintaining the quality of

assessment

5.1

Apply relevant policies, procedures and legislation in

relation to internal quality assurance, including those for

health, safety and welfare

5.2

Apply requirements for equality and diversity and, where

appropriate, bilingualism, in relation to internal quality

assurance

5.3 Critically reflect on own practice in internally assuring the

quality of assessment

5.4 Maintain the currency of own expertise and competence in

internally assuring the quality of assessment

Assessment requirements: Evidence for all learning outcomes must come from performance in the work

environment. All learning outcomes in this unit must be assessed using methods appropriate to the candidate

IQA’s performance. These must include:

• observation of performance

• examining products of work

• questioning

Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective accounts or witness

testimony.

Simulations are not allowed

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is

encouraged and one piece of evidence may be used to meet the requirements of more than one assessment

criterion.

Evidence must come from the IQA trainee’s performance in the work environment.

There must be evidence of the IQA trainee monitoring a minimum of two assessors, each with a minimum of two

trainees of their own, through components of a qualification.

Unit 17

Title: Manage learning and development in groups

A/502/9550

Level: 4

Credit value: 6

Guided learning hours: 30

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the principles

and practices of managing

learning and development in

groups

1.1 Analyse the characteristics of group environments that foster learning

and development

1.2 Evaluate strategies to manage group behaviour and dynamics

1.3 Evaluate management techniques which facilitate the delivery of learning

and development in groups

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 development

environments

2.1 Facilitate communication, collaboration and learning between group

members

2.2 Use motivational methods to engage the group and its individual

members in the learning and development process

2.3 Consult with group members to adapt their learning and development

environments to improve their learning outcomes

2.4 Manage the risks associated with group learning and development

3. Be able to apply

methodologies to manage

learning and development in

groups

3.1 Involve learners in agreeing group learning and development objectives

3.2 Adapt and implement delivery methods, activities and resources to meet

the learning and development objectives of the group

3.3 Manage group learning strategies and delivery methods to reflect

changing requirements

3.4 Provide individual advice to learners to assist their decision-making

about future learning needs

4. Be able to manage learning

and development in groups to

comply with legal and

organisational requirements

4.1 Support learner’s rights in relation to equality, diversity and inclusion

4.2 Minimise risks to safety, health, wellbeing and security of learners

4.3 Manage confidentiality in relation to learners and the organisation

4.4 Maintain learning and development records in accordance with

organisational procedures

Assessment requirements: This unit assesses occupational competence. Evidence for the learning outcomes 2, 3

and 4 must come from performance in the work environment. Simulations, projects or assignments are not

allowed.

Unit 18

Title: Managing behaviours in a learning environment

M/505/3912

Level: 5

Credit value: 6

Guided learning hours 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the characteristics and

impact of behaviours in a learning

environment

1.1 Analyse behaviours that can occur in a learning environment

1.2 Analyse potential factors contributing to behaviours in a

learning environment

1.3 Analyse the impact of behaviours on a learning environment

2. Understand legislation and

organisational policies relating to

managing behaviours in a learning

environment

2.1 Analyse legislation relating to managing behaviours in a

learning environment

2.2 Analyse organisational policies relating to managing

behaviours in a learning environment

3.Be able to apply theories of behaviour

management to create and maintain a

purposeful learning environment

3.1 Analyse theories of behaviour management

3.2 Establish a purposeful learning environment

3.3

Explain how own practice in creating a purposeful learning

environment has taken account of theories of behaviour

management

4. Be able to evaluate own practice in

managing behaviours in a learning

environment

4.1 Analyse the effectiveness of own practice in relation to

managing behaviours in a learning environment

4.2 Identify own strengths and areas for improvement in relation

to managing behaviours in a learning environment

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.

Unit 19

Title: Preparing for the coaching role

J/505/0188

Level: 4

Credit value: 3

Guided learning hours: 15

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand own role and

responsibilities in relation to coaching.

1.1 Analyse the skills and qualities required for a specific

coaching role.

1.2 Explain how own values, behaviours, attitudes and

emotional awareness can impact on the coaching role.

1.3 Explain why it is important to establish ground rules for

engagement and boundaries in a coaching relationship.

1.4 Explain the importance of acting according to ethical and

professional standards in a coaching relationship.

1.5 Analyse ways of building a relationship with a client in a

coaching role.

2. Understand the use of coaching in a

specific context.

2.1 Analyse the benefits of coaching in a specific context.

2.2 Analyse the impact of coaching on individual learning and

development.

2.3 Explain legal and organisational requirements in a specific

context relating to:

 data protection;

 privacy;

 confidentiality; and

 safe-guarding and disclosure.

2.4 Identify sources of support to deal with issues which are

outside own expertise or authority.

2.5 Explain what constitutes a safe and comfortable

environment for a coaching session.

3. Understand how to identify client goals

and outcomes.

3.1 Analyse ways of identifying and agreeing outcomes and

goals with clients.

3.2 Explain the role of a coaching agreement.

3.3 Explain the importance of agreeing with the client records

of interaction and progress towards agreed objectives and

goals.

3.4 Analyse client responsibility and autonomy for making

changes.

Assessment requirements: n/a

Unit 20

Title: Preparing for the mentoring role

L/505/0189

Level: 4

Credit value: 3

Guided learning hours: 15

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand own role and

responsibilities in relation to mentoring.

1.1 Analyse the skills and qualities required for a specific

mentoring role.

1.2 Explain how own values, behaviours, attitudes and

emotional awareness can impact on the mentoring role.

1.3 Explain why it is important to establish ground rules for

engagement and boundaries in a mentoring relationship.

1.4 Explain the importance of acting according to ethical and

professional standards in a mentoring relationship.

1.5 Analyse ways of building a relationship with a client in a

mentoring role.

2. Understand the use of mentoring in a

specific context.

2.1 Analyse the benefits of mentoring in a specific context.

2.2 Analyse the impact of mentoring on individual learning

and development.

2.3 Explain legal and organisational requirements in a specific

context relating to:

 data protection;

 privacy;

 confidentiality; and

 safe-guarding and disclosure.

2.4 Identify sources of support to deal with issues that are

outside own expertise or authority

2.5 Explain what constitutes a safe and comfortable

environment for a mentoring session.

3. Understand how to identify client goals 3.1 Analyse ways of identifying and agreeing outcomes and

and outcomes. goals with clients.

3.2 Explain the role of a mentoring agreement.

3.3 Explain the importance of agreeing with the client records

of interaction and progress towards agreed objectives and

goals.

3.4 Analyse client responsibility and autonomy for making

changes.

Assessment requirements: n/a

Unit 21

Title: Preparing for the personal tutoring role

T/505/1093

Level: 4

Credit value: 3

Guided learning hours 15

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand own role and

responsibilities in relation to the

personal tutoring role

1.1 Analyse the skills and qualities required for a personal tutoring

role

1.2 Explain how own values, behaviours and attitudes can impact

on the personal tutoring role

1.3 Explain the boundaries and limitations of a personal tutoring

role

1.4 Explain the importance of acting according to ethical and

professional codes and standards in a personal tutoring role

1.5 Analyse the importance of communication in a personal

tutoring role

2.Understand factors affecting learners’

approaches to learning 2.1

Analyse how learners’ socio-economic, cultural and personal

background, work history and educational achievement can

affect their needs, aspirations, decision-making abilities and

approach to learning

2.2 Explain why it is important that learners take responsibility for

their own learning

2.3 Explain why it is important that personal tutoring programmes

support the development of learning and transferable skills

2.4 Analyse strategies to enable learners to engage with learning

2.5 Explain factors which identify learners at risk of disengaging

from learning

3.Understand the use of personal

tutoring in a specific context 3.1

Describe the range of support available for learners within a

specific context

3.2 Explain legal and organisational requirements relating to:

• data protection;

• copyright;

• privacy;

• confidentiality; and

• safeguarding and disclosure

3.3 Explain how to work with others in a specific context to

support learners

3.4 Explain how to work with external stakeholders and partners to

support learners

4.Understand how personal learning

targets are created and monitored

4.1 Explain the purpose of an individual learning plan

4.2 Analyse approaches to support learners to create personal

learning targets

4.3 Explain the importance of reviewing learner progress and

targets

Unit 22

Title: Teaching in a specialist area

J/505/1096

Level: 4

Credit value: 15

Guided learning hours 50

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the aims and philosophy

of education and training in a specialist

area

1.1 Explain key aims of education and training in own specialist

area

1.2 Analyse philosophical issues relating to education and training

in own specialist area

2.Understand the aims and structure of

key qualifications and learning

programmes available to learners in a

specialist area

2.1 Describe the aims and structure of key qualifications in own

specialist area

2.2 Describe the aims and structure of learning programmes in

own specialist area

2.3 Explain how own approach to planning and preparation for

the delivery of a learning programme in own specialist area

enables its aims to be met

3.Understand principles of inclusive

teaching and learning and key

curriculum issues in a specialist area

3.1 Analyse the inclusiveness of own approach to the planning

and preparation of a learning programme in own specialist

area

3.2 Explain how own approach to the planning and preparation of

a learning programme in own specialist area takes account of

key curriculum issues, including the role of new and emerging

technologies

4.Understand how to use resources for

inclusive teaching and learning in a

specialist area

4.1 Analyse ways in which teaching and learning resources,

including new and emerging technologies, meet the individual

needs of learners in own specialist area

4.2 Analyse the inclusiveness of own use of teaching and learning

resources in a specialist area

5.Be able to work with others within a

specialist area to develop own practice

5.1 Liaise with others within a specialist area to develop own

practice

5.2 Review the impact of liaison with other teachers and trainers

within own specialist area on own practice

6.Be able to evaluate, improve and

update own knowledge and skills in a

specialist area

6.1 Review the effectiveness of own knowledge and skills in a

specialist area

6.2 Identify own strengths and areas for improvement in relation

to practice in a specialist area

6.3 Identify opportunities to improve and update own knowledge

and skills in a specialist area

Assessment requirements :None

Unit 23

Title: Specialist delivery techniques and activities

R/504/0229

Level: 4

Credit value: 9

Guided learning hours 30

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the role of specialist

delivery techniques in a specific area

1.1 Explain the purpose of specialist delivery techniques in

meeting learner needs in a specific area

1.2 Identify learning needs that can be met through the use of

specialist delivery techniques

1.3 Justify the use of specialist delivery techniques to meet the

needs of learners in a specific area

2. Be able to develop specialist delivery

techniques and learning activities in

own specific area

2.1 Review issues that influence the development of specialist

delivery techniques

2.2 Select specialist delivery techniques to meet the needs of

learners

2.3 Plan the use of specific learning activities to support specialist

delivery techniques

2.4 Select resources to support specialist delivery techniques and

learning activities

2.5 Identify ways in which specialist delivery techniques can be

adapted to meet the needs of individual learners

3. Be able to use specialist delivery

techniques and learning activities

3.1 Use specialist delivery techniques and learning activities to

meet the needs of learners

3.2 Use a resources to support specialist delivery techniques and

learning activities

4. Be able to evaluate own practice in

relation to specialist delivery techniques

4.1 Review the effectiveness of own use of specialist delivery

techniques to meet the needs of learners

4.2 Identify strengths and areas for improvement in own skills in

the development and use of specialist delivery techniques

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

Simulation is not permitted

Unit 24

Title: Understanding and managing behaviours in a learning environment

Y/505/1099

Level: 4

Credit value: 6

Guided learning hours: 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand potential factors leading to

behaviours that disrupt a learning

environment.

1.1 Describe behaviours that can occur in a learning

environment.

1.2 Explain potential factors leading to behaviours that can

disrupt a learning environment.

2. Understand organisational policies

relating to managing behaviours in a

learning environment.

2.1 Explain key aspects of legislation relating to managing

behaviours in a learning environment.

2.2 Explain key aspects of an organisation’s policies relating to

managing behaviours in a learning environment

3. Be able to promote behaviours that

contribute to a purposeful learning

environment.

3.1 Analyse ways of encouraging behaviours that contribute to

a purposeful learning environment.

3.2 Use strategies for encouraging behaviours that contribute

to a purposeful learning environment.

4. Be able to manage behaviours that

disrupt a purposeful learning environment.

4.1 Analyse ways of managing behaviours that disrupt a

purposeful learning environment.

4.2 Use strategies for managing behaviours that disrupt a

purposeful learning environment.

5. Be able to evaluate own practice in

managing behaviours in a learning

environment.

5.1 Evaluate the effectiveness of own practice in relation to

promoting and managing behaviours in a learning

environment.

5.2 Identify own strengths and areas for improvement in

relation to promoting and managing behaviours in a

learning environment.

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.

Unit 25

Title: Understanding the principles and practices of externally assuring the

quality of assessment

F/601/5322

Level: 4

Credit value: 6

Guided learning hours: 45

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the context and principles of

external quality assurance 1.1

Analyse the functions of external quality assurance of

assessment in learning and development

1.2 Evaluate the key concepts and principles of external quality

assurance of assessment

1.3 Evaluate the roles of practitioners involved in the quality

assurance process

1.4 Explain the regulations and requirements for external and

internal quality assurance in own area of practice

2.Understand how to plan the external

quality assurance of assessment 2.1

Evaluate the importance of planning and preparing

external quality assurance activities

2.2 Explain what an external quality assurance plan should

contain

2.3

Summarise the preparations that need to be made for

external quality assurance activities, including:

• information collection

• communications

• administrative arrangements

• resources

2.4

Explain how to adapt external monitoring and evaluation

approaches to meet customer need without

compromising quality standards

3.Understand how to externally evaluate

the quality of assessment and internal

3.1 Explain the procedures for externally monitoring and

evaluating internal quality assurance arrangements and

quality assurance practices

3.2 Interpret the requirements for externally monitoring and

evaluating internal assessment arrangements and practices

3.3

Evaluate different techniques for externally sampling

evidence of assessment, including those that use

technology

4.Understand how to externally maintain

and improve the quality of assessment 4.1

Critically compare the types of feedback, support and

advice that internal assessment and quality assurance staff

may need to maintain and improve the quality of

assessment

4.2 Evaluate standardisation requirements relevant to the

external quality assurance of assessment

4.3

Explain the importance of providing feedback, support and

advice to internal assessment and quality assurance staff

that is consistent with standardisation requirements

4.4 Explain the relevant procedures to follow when there are

disputes concerning quality assurance and assessment

5.Understand how to manage information

relevant to external quality assurance 5.1

Evaluate the requirements for information management,

data protection and confidentiality in relation to external

quality assurance

6.Understand the legal and good practice

requirements relating to external quality

assurance

6.1

Evaluate legal issues, policies and procedures that are

relevant to external quality assurance, including those for

health, safety and welfare

6.2 Critically compare different ways in which technology can

contribute to external quality assurance

6.3

Evaluate requirements for equality and diversity and,

where appropriate, bilingualism, in relation to the external

quality assurance of assessment

6.4

Explain the value of reflective practice and continuing

professional development in relation to external quality

assurance

Assessment requirements:

The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the

external quality assurance of assessment.

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge

and understanding.

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of

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

Unit 26

Title: Understanding the principles and practices of internally assuring the

quality of assessment

T/601/5320

Level: 4

Credit value: 6

Guided learning hours: 45

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the context and principles of

internal quality assurance 1.1

Explain the functions of internal quality assurance in

learning and development

1.2 Explain the key concepts and principles of the internal

quality assurance of assessment

1.3 Explain the roles of practitioners involved in the internal

and external quality assurance process

1.4 Explain the regulations and requirements for internal

quality assurance in own area of practice

2.Understand how to plan the internal

quality assurance of assessment 2.1

Evaluate the importance of planning and preparing

internal quality assurance activities

2.2 Explain what an internal quality assurance plan should

contain

2.3

Summarise the preparations that need to be made for

internal quality assurance, including:

• information collection

• communications

• administrative arrangements

• resources

3.Understand techniques and criteria for

monitoring the quality of assessment

internally

3.1 Evaluate different techniques for sampling evidence of

assessment, including use of technology

3.2 Explain the appropriate criteria to use for judging the

quality of the assessment process

4.Understand how to internally maintain

and improve the quality of assessment 4.1

Summarise the types of feedback, support and advice that

assessors may need to maintain and improve the quality of

assessment

4.2 Explain standardisation requirements in relation to

assessment

4.3 Explain relevant procedures regarding disputes about the

quality of assessment

5.Understand how to manage information

relevant to the internal quality assurance of

assessment

5.1

Evaluate requirements for information management, data

protection and confidentiality in relation to the internal

quality assurance of assessment

6.Understand the legal and good practice

requirements for the internal quality

assurance of assessment

6.1

Evaluate legal issues, policies and procedures relevant to

the internal quality assurance of assessment, including

those for health, safety and welfare

6.2 Evaluate different ways in which technology can contribute

to the internal quality assurance of assessment

6.3

Explain the value of reflective practice and continuing

professional development in relation to internal quality

assurance

6.4

Evaluate requirements for equality and diversity and,

where appropriate, bilingualism, in relation to the internal

quality assurance of assessment

Assessment requirements:

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge

and understanding.

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of

evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

Unit 27

Title: Action learning for teaching in a specialist area of disability

J/505/0756

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the impact of a specific

impairment on teaching and learning

1.1 Analyse a specific impairment and the related support needs

of disabled learners

1.2 Explain ways of adjusting practice for learners with a specific

impairment

1.3 Evaluate specific support within an organisation for learners

with a specific impairment

2.Understand how to investigate

effective practice in a specialist area of

disability

2.1 Analyse ways to include disabled learners in an investigation

2.2 Explain ethical considerations when involving disabled learners

2.3 Evaluate a range of action learning research methods

3.Be able to investigate practice in a

specialist area of disability

3.1 Develop a focus for investigation

3.2 Design and implement an action plan to support the

investigation

3.3 Evaluate the practice of other teachers in your area of interest

3.4 Report the findings of the investigation

3.5 Analyse ways in which findings from an investigation can be

used to develop own professional practice

Assessment requirements: none

Unit 28

Title: ESOL and the learners

F/505/0786

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the significance of

language change and variety for ESOL

learners

1.1 Analyse Standard English and other varieties of English in both

spoken and written forms with reference to specific features

including phonology, grammar and lexis

1.2 Analyse ways in which spoken and written language can

change over time and vary according to context at:

• text and discourse level;

• sentence and phrase level;

• word level; and

• phoneme level

1.3 Explain ways in which language change and variety can have

an impact on ESOL learners' literacy and language

development

2.Understand the relationship between

language and social processes

2.1 Analyse how individual speakers and writers choose varieties,

registers and styles according to personal, social, political and

cultural factors

2.2 Analyse how language is used in the formation, maintenance

and transformation of power relations

3.Understand factors that influence

literacy and language acquisition,

learning and use

3.1 Analyse personal, social and cultural factors influencing ESOL

learners' language acquisition, learning and use

3.2 Analyse the impact of a range of learning difficulties and

disabilities on literacy and language teaching and learning

4.Understand the use of assessment

approaches to meet the needs of ESOL

4.1 Identify the skills, knowledge and understanding that can be

assessed in ESOL

learners 4.2 Analyse approaches to initial and diagnostic assessment to

identify the literacy and language skills of learners

4.3 Analyse the use of assessment tools in literacy and language

teaching and learning

5.Understand how to promote learning

and learner support within literacy and

language teaching and learning

5.1 Explain the boundaries between own specialist area and those

of other specialists and practitioners

5.2 Analyse literacy and language learning opportunities to

determine how teaching and support needs may be shared

between learning professionals

6.Understand how to liaise with others

to promote the inclusion of literacy and

language skills in learning programmes

6.1 Identify literacy and language skills needed across contexts

and subjects

6.2 Explain how to liaise with other professionals to provide

specialist knowledge of how to include literacy and language

in vocational and other subject areas

Assessment requirements : none

Unit 29

Title: ESOL theories and frameworks

A/505/0785

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand theories and principles

relating to language acquisition and

learning

1.1 Analyse theories of first and second language acquisition and

learning

1.2 Analyse language teaching approaches associated with

theories of first and second language acquisition and learning

2.Understand theories and principles

relating to literacy learning and

development

2.1 Analyse theories of literacy learning and development

2.2 Analyse literacy teaching approaches associated with theories

of literacy learning and development

3.Be able to analyse spoken and written

language

3.1 Analyse ways in which language can be described

3.2 Explain descriptive and prescriptive approaches to language

analysis

3.3 Identify significant differences between the description and

conventions of English and other languages

3.4

Analyse spoken and written language at:

• text and discourse level;

• sentence and phrase level;

• word level; and

• phoneme level

3.5 Analyse the impact of phonological features of spoken English

on the communication of ESOL learners

3.6 Use key discoursal, grammatical, lexical and phonological

terms accurately

4.Understand the processes involved in 4.1 Analyse the processes involved in speaking and listening for

the development of speaking, listening,

reading and writing skills

ESOL learners

4.2 Analyse the processes involved in reading and writing for

ESOL learners

4.3 Explain the mutual dependence of speaking, listening, reading

and writing in literacy and language teaching and learning

4.4

Analyse the implications of the processes involved in the

development of speaking, listening, reading and writing skills

on teaching and learning

Assessment requirements :none

Unit 30

Title: Literacy and ESOL and the learners

L/505/0791

Level: 5

Credit value: 20

Guided learning hours 60

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the significance of

language change and variety for

literacy and ESOL learners

1.1 Analyse Standard English and other varieties of English in both

spoken and written forms with reference to specific features

including phonology, grammar and lexis

1.2 Analyse ways in which spoken and written language can

change over time and vary according to context at:

 text and discourse level;

 sentence and phrase level;

 word level; and

 phoneme level

1.3 Explain ways in which language change and variety can have

an impact on literacy and ESOL learners' literacy and language

development

2. Understand the relationship between

language and social processes

2.1 Analyse how individual speakers and writers choose varieties,

registers and styles according to personal, social, political and

cultural factors

2.2 Analyse how language is used in the formation, maintenance

and transformation of power relations

3. Understand factors that influence

literacy and language acquisition,

learning and use

3.1 Analyse personal, social and cultural factors influencing ESOL

learners' language acquisition, learning and use

3.2 Analyse the impact of a range of learning difficulties and

disabilities on literacy and language teaching and learning

4. Understand the use of English as a

medium for teaching and learning

4.1 Explain the challenge for ESOL learners using English as a

medium for learning

4.2 Analyse the role of metalanguage in literacy and language

teaching and learning

5. Understand the use of assessment

approaches to meet the needs of

literacy and ESOL learners

5.1 Identify the skills, knowledge and understanding that can be

assessed in literacy and ESOL

5.2 Analyse approaches to initial and diagnostic assessment to

identify the literacy and language skills of learners

5.3 Analyse the use of assessment tools in literacy and language

teaching and learning

6. Understand how to promote learning

and learner support within literacy,

ESOL and language teaching and

learning

6.1 Explain the boundaries between own specialist area and those

of other specialists and practitioners

6.2 Analyse literacy and language learning opportunities to

determine how teaching and support needs may be shared

between learning professionals

7. Understand how to liaise with others

to promote the inclusion of literacy and

language skills in learning programmes

7.1 Identify literacy and language skills needed across contexts

and subjects

7.2 Explain how to liaise with other professionals to provide

specialist knowledge of how to develop literacy and language

skills in vocational and other subject areas

Assessment requirements: None

Unit 31

Title: Literacy and ESOL theories and frameworks

J/505/0790

Level: 5

Credit value: 20

Guided learning hours 60

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand theories and principles

relating to language acquisition and

learning

1.1 Analyse theories of first and second language acquisition and

learning

1.2 Analyse language teaching approaches associated with

theories of first and second language acquisition and learning

2.Understand theories and principles

relating to literacy learning and

development

2.1 Analyse theories of literacy learning and development

2.2 Analyse literacy teaching approaches associated with theories

of literacy learning and development

3.Be able to analyse spoken and written

language

3.1 Analyse ways in which language can be described

3.2 Explain descriptive and prescriptive approaches to language

analysis

3.3 Identify significant differences between the description and

conventions of English and other languages

3.4

Analyse spoken and written language at:

• text and discourse level;

• sentence and phrase level;

• word level; and

• phoneme level

3.5 Analyse the impact of phonological features of spoken English

on the communication of ESOL learners

3.6 Use key discoursal, grammatical, lexical and phonological

terms accurately

4.Understand the processes involved in 4.1 Analyse the processes involved in speaking and listening for

the development of speaking, listening,

reading and writing skills of literacy and

ESOL learners

literacy and ESOL learners

4.2 Analyse the processes involved in reading and writing for

literacy and ESOL learners

4.3 Explain the mutual dependence of speaking, listening, reading

and writing in literacy and language teaching and learning

4.4

Analyse the implications of the processes involved in the

development of speaking, listening, reading and writing skills

on teaching and learning

Assessment requirements: None

Unit 32

Title: Literacy and the learners

L/505/0774

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the significance of

language change and variety for

literacy learners

1.1 Analyse Standard English and other varieties of English in both

spoken and written forms with reference to specific features

including phonology, grammar and lexis

1.2 Analyse ways in which spoken and written language can

change over time and vary according to context at:

• text and discourse level;

• sentence and phrase level;

• word level; and

• phoneme level

1.3 Explain ways in which language change and variety can have

an impact on literacy learners' literacy and language

development

2.Understand the relationship between

language and social processes

2.1 Analyse how individual speakers and writers choose varieties,

registers and styles according to personal, social, political and

cultural factors

2.2 Analyse how language is used in the formation, maintenance

and transformation of power relations

3.Understand factors that influence

literacy and language acquisition,

learning and use

3.1 Analyse personal, social and cultural factors influencing literacy

learners' language acquisition, learning and use

3.2 Analyse the impact of a range of learning difficulties and

disabilities on literacy and language teaching and learning

4.Understand the use of assessment

approaches to meet the needs of

4.1 Identify the skills, knowledge and understanding that can be

assessed in literacy

literacy learners 4.2 Analyse approaches to initial and diagnostic assessment to

identify the literacy and language skills of learners

4.3 Analyse the use of assessment tools in literacy and language

teaching and learning

5.Understand how to promote learning

and learner support within literacy and

language teaching and learning

5.1 Explain the boundaries between own specialist area and those

of other specialists and practitioners

5.2 Analyse literacy and language learning opportunities to

determine how teaching and support needs may be shared

between learning professionals

6.Understand how to liaise with others

to promote the inclusion of literacy and

language skills in learning programmes

6.1 Identify literacy and language skills needed across contexts

and subjects

6.2 Explain how to liaise with other professionals to provide

specialist knowledge of how to include literacy and language

in vocational and other subject areas

Assessment requirements : None

Unit 33

Title: Literacy, ESOL and the learners

Y/505/0776

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the significance of

language change and variety for

literacy and ESOL learners

1.1 Analyse Standard English and other varieties of English in both

spoken and written forms with reference to specific features

including phonology, grammar and lexis

1.2 Analyse ways in which spoken and written language can

change over time and vary according to context at:

• text and discourse level;

• sentence and phrase level;

• word level; and

• phoneme level

1.3 Explain ways in which language change and variety can have

an impact on literacy and ESOL learners' literacy and language

development

2.Understand the relationship between

language and social processes

2.1 Analyse how individual speakers and writers choose varieties,

registers and styles according to personal, social, political and

cultural factors

2.2 Analyse how language is used in the formation, maintenance

and transformation of power relations

3.Understand factors that influence

literacy, ESOL and language acquisition,

learning and use

3.1 Analyse personal, social and cultural factors influencing literacy

and ESOL learners' language acquisition, learning and use

3.2 Analyse the impact of a range of learning difficulties and

disabilities on literacy and language teaching and learning

4.Understand the use of assessment

approaches to meet the needs of

4.1 Identify the skills, knowledge and understanding that can be

assessed in literacy and ESOL

literacy and ESOL learners 4.2 Analyse approaches to initial and diagnostic assessment to

identify the literacy and language skills of learners

4.3 Analyse the use of assessment tools in literacy and language

teaching and learning

5.Understand how to promote learning

and learner support within literacy and

language teaching and learning

5.1 Explain the boundaries between own specialist area and those

of other specialists and practitioners

5.2 Analyse literacy and language learning opportunities to

determine how teaching and support needs may be shared

between learning professionals

6.Understand how to liaise with others

to promote the inclusion of literacy and

language skills in learning programmes

6.1 Identify literacy and language skills needed across contexts

and subjects

6.2 Explain how to liaise with other professionals to provide

specialist knowledge of how to include literacy and language

in vocational and other subject areas

Assessment requirements :none

Unit 34

Title: Literacy theories and frameworks

J/505/0773

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand theories and principles

relating to language acquisition and

learning

1.1 Analyse theories of language acquisition and learning

1.2 Analyse language teaching approaches associated with

theories of language acquisition and learning

2. Understand theories and principles

relating to literacy learning and

development

2.1 Analyse theories of literacy learning and development

2.2 Analyse literacy teaching approaches associated with theories

of literacy learning and development

3. Be able to analyse spoken and

written language 3.1 Analyse ways in which language can be described

Unit 35

Title: Numeracy and the learners

K/505/0765

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand the factors that influence

the development and progression of

numeracy learners

1.1 Analyse the impact of personal, social, economic and political

factors on the development and progression of numeracy

learners

1.2 Explain the impact of learners’ literacy and language skills on

the development and progression of their numeracy skills

1.3 Explain how differing communication approaches can affect

the learning of numeracy processes and skills

2.Understand the use of assessment

approaches to meet the needs of

numeracy learners

2.1 Identify the skills, knowledge and understanding that can be

assessed in numeracy

2.2 Analyse approaches to initial and diagnostic assessment to

identify the mathematics and numeracy skills and aspirations

of numeracy learners

2.3 Analyse the use of assessment tools in numeracy teaching and

learning

3.Understand the use of numeracy

teaching approaches and resources to

meet the needs of individual numeracy

learners

3.1 Analyse numeracy teaching approaches and resources,

including technologies, for suitability in meeting individual

learners’ needs

3.2 Analyse the impact of using technology on learner

engagement, motivation and success in numeracy teaching

and learning

4.Understand how numeracy can

impact on different contexts and

subjects

4.1 Identify the numeracy skills and knowledge needed by learners

across contexts and subjects, and for progression purposes

4.2 Explain the importance of encouraging learners to make links

between their mathematical and numeracy development and

their other personal development

5.Be able to promote learning support

and learner support within numeracy

teaching and learning

5.1 Explain the boundaries between own specialist area and those

of other specialists and practitioners

5.2 Analyse numeracy learning opportunities to determine how

teaching and support needs may be shared between learning

professionals

6.Understand how to liaise with others

to promote the inclusion of numeracy

and wider skills in learning programmes

6.1 Explain how to liaise with other professionals to provide

specialist knowledge of how to include numeracy in vocational

and other subject areas

6.2 Explain how to liaise with other professionals to promote the

inclusion of wider skills in own specialist area

Assessment requirements : none

Unit 36

Title: Numeracy knowledge and understanding

H/505/0764

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand fundamental attributes of

mathematics and numeracy

1.1 Review the historic and cultural development of mathematics

1.2 Analyse the language and concepts associated with number

systems

1.3 Analyse common errors and misconceptions in mathematics

and possible reasons why they occur

1.4 Analyse the techniques used in mathematics and numeracy for

conceptual linkages

2.Understand the attributes of

procedures within mathematics and

numeracy

2.1 Analyse the activities, processes and stages within

mathematical problems and investigations

2.2 Evaluate written, mental and diagrammatic mathematical

strategies, analysing the associated metalanguage

2.3 Analyse the use, interpretation and representation of data

2.4 Evaluate the use of measurement systems within problem

solving including:

• definition;

• conversion; and

• representation

3.Understand how learning theories

and the origins and status of

mathematics impact on numeracy

teaching

3.1 Analyse the effect of the origins and status of mathematics

knowledge on mathematics and numeracy curriculum

development

3.2 Analyse how teaching and learning theories underpin

numeracy teaching and learning

4.Understand the links between the 4.1 Analyse the role of mathematics and numeracy within society

roles and perceptions of mathematics

and numeracy within society

4.2 Evaluate perceptions of mathematics and numeracy including:

• popular views;

• learner attitudes; and

• trends in learner attainment

Assessment requirements :none

Unit 37

Title: Understanding theories and frameworks for teaching disabled learners

Y/505/0759

Level: 5

Credit value: 15

Guided learning hours 40

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1.Understand key theories and research

which inform the teaching and learning

of disabled young people and adults

1.1 Analyse how theories of learning inform teaching and learning

practice in relation to disabled learners

1.2

Explain the importance of research in the development of

teaching and learning opportunities for disabled young people

and adults

2.Understand factors influencing

inclusive practice for disabled learners

2.1 Analyse how inclusive learning has been defined

2.2 Explain the importance of inclusive learning for disabled

learners

2.3

Analyse the social model of disability and its impact on

inclusive learning opportunities for disabled young people and

adults

2.4

Analyse how approaches to communication and language

development influence inclusive practice in relation to disabled

learners

2.5 Describe the challenges involved in the implementation of a

whole organisational approach to inclusive learning

3.Understand the impact of policy and

regulatory frameworks on provision for

disabled young people and adults

3.1 Analyse how national, regional and local policy influence

provision for disabled young people and adults

3.2

Explain how current legal requirements and national policies

and guidance promote the rights and well-being of disabled

learners

3.3

Evaluate the impact of policy and regulatory frameworks on a

local initiative relating to learning provision for disabled young

people and adults

4.Understand factors that influence the

curriculum for disabled young people

and adults

4.1

Analyse how attitudes to disability, including social and cultural

attitudes and faith and belief, influence learning opportunities

for disabled young people and adults

4.2 Analyse the impact of own attitudes on professional practice

4.3 Explain how risk assessments influence the curriculum

5.Understand how to work with others

to support the needs of disabled

learners

5.1 Explain the role of organisations and networks that can offer

services and support to disabled learners

5.2 Explain ways to maintain relationships with parents, carers and

others with an interest in the learner

5.3 Analyse the skills needed to work collaboratively for the

benefit of disabled learners

Assessment requirements: none