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Learner name: Learner number: Y/502/9541 VRQ UV30790 Understand the principles and practices of learning and development
Learner name:
Learner number:
Y/502/9541
VRQ
UV30790
Understand the principles and practices of learning and development
VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.
VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.
VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.
By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.
This statement of unit achievement table must be completed prior to claiming certification.
Unit code Date achieved Learner signature Assessor initials
IV signature (if sampled)
Assessor name Assessor signature Assessors initials
Assessor number (optional)
Assessor tracking table
Statement of unit achievement
All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.
UV30790Understand the principles and practices of learning and development
The aim of this unit is to enable you to gain the knowledge and understanding required to underpin your practice. It examines the purpose and context of learning and development, the learning cycle, roles and responsibilities, the legislative framework in which practitioners operate, and how to meet the needs of learners.
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GLH
Credit value
Level
Observation(s)
External paper(s)
25
6
3
0
0
On completion of this unit you will:
Learning outcomes Evidence requirements
Understand the principles and practices of learning and development
1. Understand the purpose and context of learning and development
2. Understand the learning and development cycle
3. Understand the needs of learners in relation to learning and development
4. Understand the roles and responsibilities of the learning and development practitioner
5. Understand legislative and organisational requirements in relation to learning and development
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1. Working environment There is no requirement for you to be observed/assessed in a work environment.
2. Teaching practice There is no requirement for you to undertake teaching practice.
3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.
4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.
5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.
6. External paper There is no external paper requirement for this unit.
Achieving knowledge outcomes
Developing knowledge
You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:
• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies
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Knowledge
Outcome 1
Understand the purpose and context of learning and development
You can: Portfolio reference /Assessor initials*
a. Analyse the objectives of learning and development for learners and for organisations
b. Explain the contexts and environments in which learning and development takes place
*Assessor initials to be inserted if orally questioned.
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Outcome 2
Understand the learning and development cycle
You can: Portfolio reference /Assessor initials*
a. Explain the learning and development cycle and each of its constituent parts
b. Explain how the learning and development cycle is used to enhance learner experience
*Assessor initials to be inserted if orally questioned.
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Outcome 3
Understand the needs of learners in relation to learning and development
You can: Portfolio reference /Assessor initials*
a. Summarise why it is necessary to understand learner needs and motivations for learning and development
b. Explain how to adapt learning and development to meet the needs and preferences of learners
c. Outline the factors that can lead to the improvement and maintenance of learner engagement and motivation
*Assessor initials to be inserted if orally questioned.
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Outcome 4
Understand the roles and responsibilities of the learning and development practitioner
You can: Portfolio reference /Assessor initials*
a. Explain own role and responsibilities in relation to learning and development
b. Explain the points of referral available to help meet the needs of learners
c. Explain the practitioner’s role in the development of learners in the learning and development process
d. Explain the practitioner’s role in the quality improvement of learning and development
e. Summarise the practitioner’s role in managing risks to and safeguarding learners
*Assessor initials to be inserted if orally questioned.
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Outcome 5
Understand legislative and organisational requirements in relation to learning and development
You can: Portfolio reference /Assessor initials*
a. Explain learner’s rights in relation to equality, diversity and inclusion
b. Explain the practitioner’s and the organisation’s responsibility for the safety and security of learners
c. Summarise the purpose and limits of confidentiality in relation to learners and the organisation
d. Explain requirements for record keeping in relation to learning and development
*Assessor initials to be inserted if orally questioned.
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Outcome 1: Understand the purpose and context of learning and development
Unit content
This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.
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Analyse objectives of learning and development for learners and organisations: Purposes of individual learning and development, identifying individual/organisational needs and objectives, different learning and development delivery methods to accommodate different learning and abilities or needs including one-to-one, paired work, small group teaching, whole group teaching.
Contexts and environments in which learning and development take place: Formal, informal, one-to-one, off the job, classroom, workplace, identifying benefits of learning and development to the learner, contribution of learning and development to achieving organisational goals.
Outcome 2: Understand the learning and development cycle
The learning and development cycle and its constituent parts: The 4 stages of the learning and development cycle (research and analyse learning and development needs, plan and prepare learning and development, facilitate and assess learner achievement, evaluate and improve learning and development), purpose of each stage.
How the learning and development cycle is used to enhance the learner experience: Programme evaluation (quantitative and qualitative information), use of verbal and written feedback from a range of appropriate sources (e.g. tutor, work based, assessor, peers, learner self-reflection, timely reviews), as a basis for improvement/target setting, action planning, objectives are Specific, Measurable, Achievable, Relevant, Time-Based (SMART).
Outcome 3: Understand the needs of learners in relation to learning and development
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Learner needs and motivations for learning and development: Motivation theory (e.g. Maslow, Herzberg, McGregor), instructional/institutional/social/cultural/personal factors affecting motivation, barriers to learning.
Adapting learning and development to meet the needs and preferences of learners: Learning preferences theory (e.g. Visual, Auditory, Kinesthetic (VAK), Honey and Mumford, Gardners’ Multiple Intelligences), different teaching and learning methods to accommodate preferences of learners’ different needs and abilities, minimising potential barriers.
Factors leading to improvement and maintenance of learner engagement and motivation: Motivation theory (e.g. Maslow, Herzberg, McGregor), lesson planning, learning preferences, written and verbal feedback, target setting differentiation, variety of teaching and learning resources and methods to encourage individual and independent learning, empowerment of the learner, negotiation, goal setting, appropriate support mechanisms, identification of and redressing poor motivation and inappropriate behaviour.
Outcome 4: Understand the roles and responsibilities of the learning and development practitioner
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Own roles and responsibilities in relation to learning and development: Responsibilities to the organisation (e.g. legislation, regulatory requirements, code of practice, health and safety, equality and diversity, safeguarding, data protection, record keeping, boundaries of practitioner’s role, liaison with other agencies, impact of legislation on own practice), strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge).
Points of referral available to meet the need of learners: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral, signposting, learner support, limits of responsibility.
Practitioner’s role in the development of learners in the learning and development process: Identification of learning needs, variety of resources/delivery styles and methods available to meet needs, learning and development cycle, planning and negotiation goals, differentiation, reviews and feedback.
Practitioner’s role in quality improvement of learning and development: Evaluation of learning and development (e.g. Kirkpatrick, qualitative and quantitative information), use of verbal and written feedback from a range of appropriate sources (e.g. work based, assessor, learner self-reflection, practitioner), importance of continuous improvement.
Practitioner’s role in managing risks to and safeguarding learners: The concept of the safe learner including identification of hazards/risks/controls, identifying
own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures currently in place, identification of applicable work procedures, identification of prohibitions and restrictions, safeguarding (e.g. every child matters, be healthy, stay safe, make a positive contribution, achieve and enjoy, achieve economic wellbeing), data protection, organisational policies and practice (e.g. equality and diversity, bullying, harassment, complaints and appeals, personal safety policies), impact of legislation on own practice.
Outcome 5: Understand legislative and organisational requirements in relation to learning and development
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Explain learner’s rights in relation to equality, diversity and inclusion: Learner’s rights in relation to legislation (e.g. data protection, disability and discrimination, human rights, equality), safeguarding, company policies and practices.
Practitioner’s and organisational responsibility for safety and security: Legislation (e.g. health and safety, data protection), organisational policies and practices (equality and diversity, bullying, harassment, complaints and appeals, personal safety policies), limits of own responsibility, monitoring and recording data.
Purpose and limits of confidentiality in relation to learners and the organisation: Data protection, safeguarding, duty of care, freedom of information, types of records generated (e.g. application form, enrolment form, individual learning plan, assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), awarding body requirements, audit trail.
Requirements for record keeping in relation to learning and development: Accuracy, legibility, organisational policy and practice, quality assurance (QA), internal verification (IV), external verification (EV), awarding body requirements, organisational, self-assessment report (SAR), regulatory and funding agencies, appeals and complaints procedures, benefits to the learner, benefits to the organisation.
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Notes Use this area for making notes and drawing diagrams
