Final PTTLS 15.06.11 All units - City and Guilds · 2017-12-14 · 15 th June 2011 1 Final units in...

15th June 2011 1

Final units in PTTLS ROC 15.06.11 UNIT TITLE Principles of assessment in lifelong learning

CREDIT LEVEL 3

CREDIT VALUE 3

Learning Outcomes Assessment Criteria

The learner will The learner can

1.1 Explain types of assessment used in lifelong learning

1.2 Explain the use of methods of assessment in lifelong learning

1. Understand types and methods of assessment used in lifelong learning

1.3 Compare the strengths and limitations of assessment methods to meet individual learner needs

2.1 Explain ways to involve the learner in the assessment process

2. Understand ways to involve learners in the assessment process

2.2 Explain the role of peer and self-assessment in

the assessment process

3.1 Explain the need to keep records of assessment of learning.

3. Understand requirements for keeping records of assessment in lifelong learning 3.2 Summarise the requirements for keeping

records of assessment in an organisation Additional Information about the unit Purpose and aim(s) of the unit The purpose of the unit is to enable the

learner to understand, in accordance with regulations permitting qualification of teachers at level 3, types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.

Unit available from April 2011 Unit expiry date TBC Unit review date 31 December 2015 Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate)

This unit is underpinned by the overarching professional standards for teacher, tutors and trainers in the lifelong learning sector

Guidance for developing assessment arrangements for the unit (if appropriate)

Additional assessment requirements specified by a sector or regulatory body (if appropriate)

Support for the unit by a sector or other appropriate body (if required)

LSIS

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Location of the unit within the subject/sector classification system

13. Education and training 13.1 Teaching and lecturing

Name of the organisation submitting the unit LSIS Availability for use Shared Guided Learning Hours 12

Additional Information about the unit Purpose and aim(s) of the unit The purpose of the unit is to enable the

learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.

Unit available from April 2011 Unit expiry date TBC

Unit review date 31 December 2015

UNIT TITLE Roles, responsibilities and relationships in lifelong learning

CREDIT LEVEL 3

CREDIT VALUE 3



1.1 Summarise key aspects of legislation, 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. Understand own role and responsibilities in lifelong learning

1.4 Explain own role and responsibilities in identifying and meeting the needs of learners

2.1 Explain the boundaries between the teaching role and other professional roles

2.2 Describe points of referral to meet the needs of learners

2. Understand the relationships between teachers and other professionals in lifelong learning

2.3 Summarise own responsibilities in relation to other professionals

3.1 Explain own responsibilities in maintaining a safe and supportive learning environment 3. Understand own responsibility for

maintaining a safe and supportive learning environment 3.2 Explain ways to promote appropriate

behaviour and respect for others

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Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate)





LSIS




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Additional Information about the unit Purpose and aim(s) of the unit The purpose of the unit is to enable the learner

to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.

Unit available from April 2011 Unit expiry date TBC Unit review date 31st December 2011 Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate)





LSIS




UNIT TITLE Understanding inclusive learning and teaching in lifelong learning

CREDIT LEVEL 3

CREDIT VALUE 3



1.1 Summarise learning and teaching strategies used in own specialism

1.2 Explain how approaches to learning and teaching in own specialism meet the needs of learners

1. Understand learning and teaching strategies in lifelong learning

1.3 Describe aspects of inclusive learning

2.1 Explain how to select inclusive 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. Understand how to create inclusive learning and teaching in lifelong learning

2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

3.1 Explain ways to engage and motivate learners in an inclusive learning environment

3.2 Summarise ways to establish ground rules with learners to promote respect for others

3. Understand ways to create a motivating learning environment

3.3 Explain ways to give constructive feedback that motivates learners

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UNIT TITLE Using inclusive learning and teaching approaches in lifelong learning

CREDIT LEVEL 3

CREDIT VALUE 3



1.1 Plan a session for learning and teaching that meets the needs of learners

1.2 Justify the selection of approaches to meet the needs of learners

1. Be able to plan inclusive learning and teaching sessions

1.3 Plan assessment methods to meet the needs of learners

2.1 Apply learning and teaching approaches 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. Be able to deliver inclusive learning and teaching sessions

2.4 Provide constructive feedback to learners

3.1 Reflect on own approaches to delivering inclusive learning and teaching

3. Be able to evaluate own practice in delivering inclusive learning and teaching 3.2 Identify areas for improvement in own practice


to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.




The learning outcomes need to be assessed through the delivery of a micro-teaching session or equivalent practice.



LSIS




15th June 2011 6

Title: Facilitate learning and development for individuals

Level: 3

Credit value: 6

Learning outcomes The learner will:

Assessment criteria The learner can:

1. Understand principles and practices of one to one learning and development

1.1 Explain purposes of one to one learning 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 development

2.1 Clarify facilitation methods with individuals to meet their learning and/or development objectives

2.2 Implement activities to meet learning and/or

development objectives 2.3 Manage risks and safeguard learners participating

in one to one learning and/or development

3. Be able to assist individual learners in applying new knowledge and skills in practical contexts

3.1 Develop opportunities for individuals to apply their new knowledge and learning in practical contexts

3.2 Explain benefits to individuals of applying new knowledge and skills

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4. Be able to assist individual learners in reflecting on their learning and/or development

4.1 Explain benefits of self-evaluation to 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 needs

Additional information about the unit

Unit aim(s)

The aim of this unit is to assess a learning and development practitioner’s understanding of how to facilitate learning and development for individuals. This could be someone in a coaching or mentoring role. They are required to understand the use of a variety of methods. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role.

Unit expiry date August 2014

Details of the relationship between the unit and relevant National Occupational Standards (if appropriate)

Learning and Development National Occupational Standards Standard 7: Facilitate individuals’ learning and development.

Details of the relationship between the unit and other standards or curricula (if appropriate)

Assessment requirements specified by a sector or regulatory body (if appropriate)

This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes

Endorsement of the unit by a sector or other appropriate body (if required)

LSIS


13 Education and Training

13.2 Direct Learning Support

Name of the organisation submitting the unit LSIS

Availability for use Shared

Unit available from

15th June 2011 8

Guided learning hours 25

Title: Facilitate learning and development in groups

Level: 3

Credit value: 6



1. Understand principles and practices of learning and development in groups

1.1 Explain purposes of group learning and 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 groups

2.1 Clarify facilitation methods with group 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 skills in practical contexts

3.1 Develop opportunities for individuals to apply new knowledge and skills in practical contexts

3.2 Provide group feedback to improve the application of learning

4. Be able to assist learners to reflect on their learning and development

4.1 Support self-evaluation by learners

4.2 Review individual responses to learning and

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undertaken in groups development in groups

4.3 Assist learners to identify their future learning and development needs


Unit aim(s)

The aim of this unit is to assess a learning and development practitioner’s understanding of group dynamics and facilitating learning and development in groups. They are required to understand the use of a variety of methods, for example, presentations, instructions, demonstrations, small group activities, skills practice and feedback, e-learning, blended learning, role plays, simulations and experiential learning. ‘Practitioner’ means anyone with a learning and development responsibility as part of their role.

Unit expiry date August 2014


Learning and Development National Occupational Standards Standard 6: Manage learning and development in groups.



This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed.


LSIS




Name of the organisation submitting the unit

LSIS


Unit available from


15th June 2011 10

Title: Understanding the principles and practices of assessment

Level: 3

Credit value: 3



1. Understand the principles and requirements of assessment

1.1. Explain the functions of assessment in learning 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 method

2.1. Compare the strengths and limitations of a 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 assessor

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

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4. Understand how to involve learners and others in assessment

4.1. Explain the importance of involving the learner 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

5. Understand how to make assessment decisions

5.1. Explain how to judge whether evidence is:

• Sufficient

• Authentic

• Current

5.2. Explain how to ensure that assessment decisions are:

• Made against specified criteria

• Valid

• Reliable

• Fair

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6. Understand quality assurance of the assessment process

6.1. Evaluate the importance of quality assurance in the assessment process

6.2. Summaries 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 to assessment

7.1. Explain the importance of following 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 requirements in relation to assessment

8.1. Explain legal issues, policies and procedures 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

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Unit aim(s)

The aim of this unit is to assess the learning and development practitioner’s knowledge and understanding of the principles and practices of assessment. ‘Practitioner’ means anyone with a learning and development responsibility as the whole or a part of their role.

Unit expiry date 28th February 2015


Learning and Development NOS Standard 9:

Assess learner achievement




LSIS




Name of the organisation submitting the unit LSIS


Unit available from


15th June 2011 14

UNIT TITLE Principles of assessment in lifelong learning

CREDIT LEVEL 4

CREDIT VALUE 3



1.1 Analyse how types of assessment are used in lifelong learning

1.2 Analyse how assessment methods are used in lifelong learning

1. Understand how types and methods of assessment are used in lifelong learning

1.3 Evaluate strengths and limitations of assessment methods to meet individual learner needs

2.1 Evaluate how to involve the learner in the assessment process

2. Understand how to involve learners in the assessment process

2.2 Analyse the role of peer and self-assessment in

the assessment process

3.1 Explain the need to keep records of assessment of learning

3. Understand requirements for keeping records of assessment in lifelong learning

3.2 Summarise the requirements for keeping records of assessment in an organisation

Additional Information about the unit Purpose and aim(s) of the unit The purpose of the unit is to enable the

learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.






LSIS




15th June 2011 15

UNIT TITLE Roles, responsibilities and relationships in

lifelong learning

CREDIT LEVEL 4

CREDIT VALUE 3



1.1 Summarise key aspects of legislation, 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. Understand own role and responsibilities in lifelong learning

1.4 Review own role and responsibilities in identifying and meeting the needs of learners

2.1 Analyse the boundaries between the teaching role and other professional roles

2.2 Review points of referral to meet the needs of learners

2. Understand the relationships between teachers and other professionals in lifelong learning

2.3 Evaluate own responsibilities in relation to other professionals

3. Understand own responsibility for maintaining a safe and supportive learning environment

3.1 Explain how to establish and maintain a safe and supportive learning environment

3.2 Explain how to promote appropriate behaviour and respect for others

15th June 2011 16


to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.






LSIS




15th June 2011 17

UNIT TITLE Understanding inclusive learning and teaching in lifelong learning

CREDIT LEVEL 4

CREDIT VALUE 3



1.1 Analyse learning and teaching strategies 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. Understand learning and teaching strategies in lifelong learning

1.3 Evaluate aspects of inclusive learning

2.1 Analyse inclusive approaches to 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. Understand how to create inclusive learning and teaching in lifelong learning

2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

3.1 Explain how to engage and motivate learners in an inclusive learning environment

3.2 Explain how to establish ground rules with learners to promote respect for others

3. Understand how to create a motivating learning environment

3.3 Review ways to give constructive feedback to motivate learners

Additional Information about the unit Purpose and aim(s) of the unit The purpose of the unit is to enable the learner to

understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.






LSIS



Name of the organisation submitting the unit LSIS Availability for use Shared

15th June 2011 18

Guided Learning Hours 12

UNIT TITLE Using inclusive learning and teaching approaches in lifelong learning

CREDIT LEVEL 4

CREDIT VALUE 3



1.1 Plan a session for learning and teaching that meets the needs of learners

1. Be able to plan inclusive learning and teaching sessions

1.2 Justify the selection of approaches to meet the needs of learners

2.1 Demonstrate inclusive learning and 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. Be able to deliver inclusive learning and teaching sessions

2.5 Provide constructive feedback to learners

3.1 Review own approaches to delivering inclusive learning and teaching

3. Be able to evaluate own practice in delivering inclusive learning and teaching 3.2 Analyse how own inclusive learning and teaching

practice can be improved to meet the needs of learners


to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.

Unit available from April 2011 Unit expiry date TBC

Unit review date 31 December 2015 Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate)



The learning outcomes need to be assessed through the delivery of a micro-teaching session or equivalent practice.



LSIS

15th June 2011 19




Title: Manage learning and development in groups

Level: 4

Credit value: 6



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

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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 learners’ 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

15th June 2011 21


Unit aim(s)

The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example, motivational strategies, behaviour management, provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve learners within groups in the learning and development process.

Unit expiry date 31/12/15


Learning and Development National Occupational Standards Standard 6: Manage learning and development in groups.



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.


LSIS




Name of the organisation submitting the unit

LSIS


Unit available from


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Final PTTLS 15.06.11 All units - City and Guilds · 2017-12-14 · 15 th June 2011 1 Final units in...

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