level 5 diploma in education and training (rqf) › detdtllscourse › det... · 2019-09-09 ·...

Level 5 Diploma in Education and Training (RQF)

Replaced DTLLS

Course Guide

Vocational LearningFitzgerald HouseSutherland RoadST3 1HHTel. 0800 612 8895Website: https://www.vocationallearning.co.ukEmail:[email protected]

Level5DiplomainEducationandTrainingCourseGuide

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Thank you for choosing or considering Vocational Learning towards your journey of achieving the Level 5 Diploma in Education and Training (RQF) Qualification. This guide will start by outlining the course, entry requirements, delivery and assessment. You will also be able to see the learning outcomes and assesment criteria of all seven course units. At the end of the guide you will be able to see all some of the coursework for the qualification. About the Level 5 Diploma in Education and Training The Level The Level 5 Diploma in Education and Training (DET) course has replaced the Level 5 Diploma in the Lifelong Sector (DTLLS). The course is not only open to teachers who work in traditional settings such as universities and colleges. The course is also available to trainers, instructors, and coaches regardless of their geographical location as long as you have access to 100 teaching hours (including those who teach on a one to one basis). This course is regarded as equivalent to the Certificate of Education (CertEd). It is also a good alternative to the Postgraduate Certificate in Education. The qualification is regulated by Ofqual. Candidates have to achieve a minimum of 120 credits to achieve the Level 5 Diploma in Education and Training . There is a 360 guided learning required. The total qualification time is 1200 hours.

The course is made up of the following seven units:

Unit 1: Unit 3: Theories, principles and models in education and training This unit focuses on theories and principles that underpin teaching practice. Unit 2: Teaching, learning and assessment in education and training This unit focus on assessment, delivery and learning. Unit 3: Wider professional practice and development in education and training This unit focuses on wider skills that affects organisations and teachers Unit 4: Developing teaching, learning and assessment in education and training The unit focuses on resources, delivery, planning and assessments. Unit 5: Developing, Using and Organising Resources in a Specialist Area The main focus of the unit is the development and use of resources. Unit 6: Teaching in a specialist area This unit requires you to focus on the uniqueness of your specialist teaching area. Unit 7: Inclusive Practice This unit focuses on best practice when it comes to inclusive practice.

Combined Options We have bundled units or courses together to enable you to achieve some of the popular qualifications in Learning and Development. You will be able to qualify as an NVQ Assessor or Internal Moderator or both at the same time as your teaching qualification. These options are designed to be cost effective compared to


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completing the courses separately at different times. Please double check you are eligible or have access to resources and learning opportunities that will enable you to achieve the combined options. Entry requirements This course is open to anyone who can evidence 100 hours of teaching. Your teaching delivery can either be with an individual or group of learners. You will be expected to have basic numeracy, literacy and IT skills in line with national occupational skills for teachers. Candidates should be able to work at level 2 numeracy and level 3 literacy. You are also expected to have access to the internet, multimedia computer, printer and a word processor that can open and produce Microsoft Word Documents ending with the extension ‘. doc’. Candidates without Microsoft office are advised to consider free software such as Open Office. You, however, need to ensure your documents are saved and submitted for assessment as word documents ending with the extension ‘.doc’? Course Delivery and Support The Level 5 Diploma in Education and Training course is delivered by either distance, blended learning or as classroom based. You are expected to meet course requirements regardless of the method of delivery.

You will need to fully participate in online activities and provide multimedia evidence whenever possible. On enrolment every candidate will be allocated an assessor who will also be their tutor and the first port of call for all assessments and learning needs. You will have access to resources, coursework, tutorials, events, forums, web conferences, and face-to-face sessions. We regularly host support sessions during the day, night and weekends. You will be expected to participate in an induction session to fully understand our ground rules, how to use our learning management system (Access), locate resources and your coursework. This induction is compulsory and can either be face-to-face or online. You will need to have a discussion with your assessor to negotiate and agree your learning and assessment plan. This is the opportunity to discuss your needs, targets, practical requirements (if applicable) and declare any prior learning you wish to be considered. Your assessor will draft your “Holistic Assessment Plan” which will reflect your needs, expectations and targets. The plan will also contain information about assessments and ground rules.

How long is the course? We are often asked how quick someone can complete this course? This depends on a number of factors, which includes your own commitment, time, assessment opportunities and the ability to study at a higher level. It will also help if you have evidence of prior learning and have access to resources that will enable you to actively participate in course activities. Learning partners joining the course with evidence of prior learning and credits will obviously be able to complete quicker than someone without. If you invest more time on the course such as 15 hours a week then you will most likely complete earlier compared to someone who commits only 2 hours for the same period. You will be expected to complete the course within 5 to 12 months. What can l do after completion?


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The qualification can be used in its entirety if you are a tutor or trainer. You can go on to apply for Qualified Teacher Learning and Skills status (QTLS) from the Society for Education and Training or complete other higher education courses including degrees.

Pricing The cost of the course is advertised on our course web page:

https://www.vocationallearning.co.uk/detdtllscourse/

The cost of the course is currently £980 per candidate. You can also pay using a payment plan by making a deposit of £220 and four monthly instalments. Each instalment will be £220.

Assessment You will need to compile a portfolio of evidence . Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Vocational Learning encourages candidates to submit naturally occurring evidence from their work environment to demonstrate competency against the practical requirements of the course. We welcome other evidence such as prior learning and do not just rely on assignments. This can include records of communication, assessments, delivering lessons and participation in professional development activities. The assessment process will involve a range of methods such as prior learning, assignments, reflective accounts, witness statements, questioning observations of practice and work products. You will normally be expected to complete nine assignments, submit work based evidence and demonstrate at least 100 hours of teaching by the end of the course. This can include any recent teaching you have carried out as long you can prove you have indeed taught as claimed. Holders of Ctlls and the Level 4 Certificate in Education and Training Education will only be required to evidence up to 70 hours of teaching. Vocational Learning occasionally offers in-house placements for candidates who have skills and expertise to teach on some of our courses. Candidates who wish to be considered for a placement will need to apply by completing the form found here. You will also be expected to be observed for a minimum, eight hours, which should be recorded at least eight times. Observations are expected to be a minimum 30 minutes long. Holders of Ctlls or the Level 4 Certificate in Teaching in Education and Training will only require a minimum of 5 observations totalling at least 5 hours as highlighted above.


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Learning Outcomes and Assessment Criteria of the Units Unit 1: Theories, principles and models in education and training Specification

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the application of theories, principles and models of learning in education and training

1.1 Analyse theories, principles and models of learning 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment 1.3 Analyse models of learning preferences 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment

2.Understand the application of theories, principles and models of communication in education and training

2.1 Analyse theories, principles and models of communication 2.2 Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment

3.Understand the application of theories, principles and models of assessment in education and training

3.1 Analyse theories, principles and models of assessment 3.2 Explain ways in which theories, principles and models of assessment can be applied in assessing learning

4.Understand the application of theories and models of curriculum development within own area of specialism

4.1 Analyse theories and models of curriculum development 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism

5.Understand the application of theories and models of reflection and evaluation to reviewing own practice

5.1 Analyse theories and models of reflection and evaluation 5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice


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Unit 2: Teaching, learning and assessment in education and training Specification

Learning outcomes The learner will:

Assessment criteria The learner can:

1. Understand roles, responsibilities and relationships in education and training

1.1 Analyse own role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.3 Analyse the relationships and boundaries between the teaching role and other professional roles 1.4 Describe points of referral to meet the needs of learners

2.Be able to use initial and diagnostic assessment to agree individual learning goals with learners

2.1 Explain why it is important to identify and meet the individual needs of learners 2.2 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 2.3 Use methods of initial and diagnostic assessment to agree individual learning goals with learners 2.4 Record learners’ individual learning goals

3.Be able to plan inclusive teaching and learning

3.1 Devise a scheme of work in accordance with internal and external requirements 3.2 Design teaching and learning plans which respond to: • the individual goals and needs of all learners; and • curriculum requirements. 3.3 Explain how own planning meets the individual needs of learners 3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 3.5 Identify opportunities for learners to provide feedback to inform inclusive practice

4.Be able to create and maintain a safe, inclusive teaching and learning environment

4.1 Explain why it is important to promote appropriate behaviour and respect for others 4.2 Explain ways to promote equality and value diversity 4.3 Establish and sustain a safe, inclusive learning environment

5.Be able to deliver inclusive teaching and learning

5.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting


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the individual needs of learners 5.2 Analyse benefits and limitations of communication methods and media used in own area of specialism 5.3 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners 5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners 5.5 Demonstrate ways to promote equality and value diversity in own teaching 5.6 Adapt teaching and learning approaches and resources, including technologies, to meet the individual needs of learners 5.7 Communicate with learners and learning professionals to meet individual learning needs

6.Be able to assess learning in education and training

6.1 Explain the purposes and types of assessment used in education and training 6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners 6.3 Use types and methods of assessment, including peer and self- assessment, to: • involve learners in assessment; • meet the individual needs of learners; • enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; and • meet internal and external assessment requirements 6.4 Use questioning and feedback to contribute to the assessment process 6.5 Record the outcomes of assessments to meet internal and external requirements 6.6 Communicate assessment information to other professionals with an interest in learner achievement

7.Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning 7.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

8.Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning

8.1 Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others


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8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning

Unit 3: Wider professional practice and development in education and training Specification



1.Understand professionalism and the influence of professional values in education and training

1.1 Define the concepts of professionalism and dual professionalism in education and training 1.2 Explain ways in which professional values influence own practice in own area of specialism

2.Understand the policy context of education and training

2.1 Explain ways in which social, political and economic factors influence education policy 2.2 Analyse the impact of current educational policies on curriculum and practice in own area of specialism

3.Understand the impact of accountability to stakeholders and external bodies on education and training

3.1 Explain the roles of stakeholders and external bodies in education and training 3.2 Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training 3.3 Explain why it is important to work in partnership with employers and other stakeholders in education and training 3.4 Analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism

4.Understand the organisational context of education and training

4.1 Explain key aspects of policies, codes of practice and guidelines of an organisation 4.2 Analyse the impact of organisational requirements and expectations on curriculum and practice in own area of specialism

5.Be able to contribute to the quality improvement and quality assurance

5.1 Analyse the quality improvement and quality assurance arrangements of an organisation arrangements of an organisation 5.2 Explain the function of self-assessment and self-evaluation in the quality cycle 5.3 Evaluate a learning programme taking account of the quality arrangements of an organisation 5.4 Identify areas for improvement in a learning programme taking account of the outcomes of evaluation


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Unit 4 : Developing teaching, learning and assessment in education and training Specification



1.Be able to investigate practice in own area of specialism

1.1 Analyse the application of pedagogical principles in own area of specialism 1.2 Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism

2.Be able to apply theories, principles and models of learning, communication and assessment to planning inclusive teaching and learning

2.1 Use initial and diagnostic assessments to agree learners’ individual goals and learning preferences 2.2 Devise a scheme of work taking account of: · the needs of learners; · the delivery model; and · internal and external requirements 2.3 Design teaching and learning plans which take account of: · the individual goals, needs and learning preferences of all learners; and · curriculum requirements 2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice 2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment

3.Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment

3.1 Analyse theories of behaviour management 3.2 Establish and sustain a safe, inclusive learning environment 3.3 Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management

4.Be able to apply theories, principles and models of learning and communication to delivering inclusive teaching and learning

4.1 Design resources that: · actively promote equality and value diversity; and · meet the identified needs of specific learners 4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners 4.3 Demonstrate ways to promote equality and value diversity in own teaching 4.4 Communicate with learners, learning professionals and others


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to meet individual learning needs and encourage progression 4.5 Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication

5.Be able to apply theories, models and principles of assessment to assessing learning in education and training

5.1 Design assessments that meet the individual needs of learners 5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements 5.3 Demonstrate the use of assessment data in: · monitoring learners’ achievement, attainment and progress; · setting learners’ targets; · planning subsequent sessions; and · recording the outcomes of assessment 5.4 Communicate assessment information to other professionals with an interest in learner achievement 5.5 Explain how own assessment practice has taken account of theories, models and principles of assessment

6.Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

6.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning 6.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

7.Be able to apply theories and models of reflection and evaluation to the

7.1 Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and evaluation of own practice in planning, delivering and assessing inclusive teaching and learning assessing inclusive teaching and learning 7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning


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Unit 5: Developing, using and organising resources in a specialist area Specification



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


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Unit 6: Teaching in a specialist area Specification



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


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Unit 7: Inclusive practice Specification



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 inclusive practice.

5.1 Review the effectiveness of own 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.


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Course Assessments (the 9 Assignments)

Assignment 1 In about 1500 words define the concepts of professionalism and dual professionalism in education and training. Review key features and benefits of an inclusive learning environment and the impact of personal, social, cultural factors, different cognitive, physical, and sensory abilities on learning. Analyse your role and responsibilities as a teacher. As part of your response discuss your inclusive practice and analyse the relationships and boundaries between the teaching role, other professional roles and review strategies for effective liaison. How do social, political and economic factors influence education policy? As part of your response analyse the impact of current educational policies on curriculum and practice in your area of specialism. Explain the role of external bodies and stakeholders on educational providers and practitioners? As part of your response discuss accountability, partnership and the impact on curriculum design, delivery and assessment. Assignment 2 In about 1500 words analyse the application of pedagogical principles in own area of specialism. As part of your response explain ways in which professional values influence own practice in your area of work? Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism and analyse the impart of organisational requirements. Evaluate the effectiveness of creative and use of innovative approaches in own area of specialism. As part of your response analyse benefits, limitations of communication methods and media used in own area of specialism, effectiveness of teaching and learning approaches and resources in relation to meeting the individual needs of learners. You need to end the assignment by explaining the purposes and types of assessment used in education and training. Assignment 3 In about 1000 words explain key aspects of policies, codes of practice and guidelines of an organisation? Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities and inclusive practice. As part of your response explain how policy and regulatory frameworks influence inclusive practice, organisational policies and your own practice? Review legal requirements and responsibilities relating to the development and use of resources. Analyse the implications of intellectual property rights and copyright for the development and use of resources.

Assignment 4 In about 1000 words explain why it is important to identify and meet the individual needs of learners? In your response describe points of referral and analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals. Explain how identifying and taking account of learners individual learning preferences enables inclusive teaching, learning and assessment. Explain and analyse ways to promote inclusion, equality and value diversity. As part of your response give


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examples from your recent practice demonstrating how you promoted inclusion, equality and valued diversity as part of your teaching. Explain why it is important to promote appropriate behaviour and respect for others. You need to provide examples from your practice explaining, how you establish and sustain a safe, inclusive learning environment, adapting teaching and learning approaches and resources, including technologies and communicating with learners, learning professionals and others to meet individual learning needs and encourage progression. Assignment 5 In about 1500 words giving examples from your own recent practice analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning. Provide examples from your recent practice outlining how you carried out an initial and diagnostic assessment and recorded learning goals. Give examples of how you recorded outcomes of assessment that met internal and external requirements. Provide examples of when you have used questioning and feedback. Also provide examples of how you communicated assessment information to other professionals. Analyse the quality improvement and quality assurance arrangements of own organisation. Explain the function of self-assessment and self- evaluation in the quality cycle? You then need to evaluate one of your courses and explain how you took account of internal quality arrangements, outcomes from the evaluation and identified areas for improvement. Assignment 6 In about 1200 words analyse theories and models of reflection and evaluation. Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. Give examples of how you use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning? Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning. Evaluate the effectiveness of own practice in relation to inclusive practice, development, and use of resources that engage and meet the individual needs of learners in your own specialist area. Identify own strengths and areas for improvement in relation to inclusive practice, development, and use of resources and inclusive practice in your own specialist area. Discuss any plans you have regarding improving your own skills of inclusive practice, development and use of resources that meet needs? Assignment 7 In about 1000 words analyse theories of behaviour management, ‘principles and models of learning’, ‘models of learning preferences’, ‘principles and models of communication’, ‘principles and models of assessment’ and ‘models of curriculum development’. Assignment 8 In about 1500 words explain the purpose of resources when it comes to learning and teaching. Consider three resources you use and evaluate their effectiveness when it comes to meeting individual learning needs. Analyse principles of resource design and how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area. Considering the resources you have recently designed, which theories and principles of resources design did you have to adhere to? Discuss about your resources and evaluate how this involved new and emerging technologies, to engage and meet the individual needs of learners in own specialist area?


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Giving examples evaluate the effectiveness of your design and use of resources especially when it comes to meeting needs. Giving examples analyse ways in which resources can be adapted to enable an inclusive approach. Explain ways in which resources can be classified and stored. Review ways these resources can be shared with other learning professionals. Assignment 9 In about 1000 words explain key aims of education and training in own specialist area. Describe the aims and structure of key qualifications and learning programmes. As part of your response explain how own approach to planning and preparation for the delivery of a learning programme enables its aims to be met. Analyse the inclusiveness of your own approach and how to take account of key curriculum issues, including the role of new and emerging technologies. Analyse ways in which teaching and learning resources, including new and emerging technologies, meet the individual needs of learners in own specialist area. Analyse the inclusiveness of own use of teaching and learning resources and review the effectiveness of own knowledge and skills. As part of your response analyse philosophical issues and review the impact of liaison with other teachers and trainers when it comes to developing your own practice. Identify own strengths and areas for improvement in relation to practice and identify opportunities to improve and update own knowledge and skills.