qualifications network qnuk level 3 award in...

© Qualifications Network 1

QUALIFICATIONS NETWORK

QNUK Level 3 Award in

Education and Training (QCF)

Learner portfolio


Contents page

Content Page

Introduction 3

Learner registration form 4

Initial assessment development plan 5

Unit 1 overview 7

Unit 1 assignment details 8

Insert unit 1 assignment 9

Unit 1 assessor feedback 10

Unit 1 assessor marking form 11

Unit 2 overview 13


Insert unit 2, part 1 assignment 15

Unit 2, part 1 assessor feedback 16

Unit 2 , part 1 assessor marking form 17

Insert lesson plan and relevant resources 18

Insert assessor observation form 19

Insert peer observation forms 20

Reflective journal 21

Unit 2, Part 2 & 3 assessor marking form 22

Unit 3 overview 24


Insert unit 3 assignment 26

Unit 3 assessor feedback 27

Unit 3 assessor marking form 28


Introduction

Welcome to the QNUK Level 3 Award in Education and training (QCF). This qualification is intended for

those looking to work, or already working in the education and training field, perhaps in a FE college, for

an independent training provider or other adult education establishment.

As with all qualifications it is important that you can demonstrate your competence across all of the

assessment criteria. To assist you in organising this evidence we have created this portfolio.

As you start this qualification there are just 28 pages, once you have completed this portfolio will

contain registration documents, assignments, observation forms, lesson plans and supplementary

evidence as required.

This will be assessed and potentially internally and externally verified before your results are published.

The approved centre that is delivering and assessing your qualification has competent staff on hand to

support you through this qualification and they should be your first point of contact.

We wish you luck in undertaking this qualification and your future career in education and training.

Qualifications Network


QNUK Level 3 Award in Education and training (QCF). Learner registration form

Learner Name: ULN if known:

Contact Address:

County: Post Code:

Email Address:

Date of Birth: I.D Type:

Aim for undertaking this qualification:

A disabled person is defined under the Equality Act 2010 as someone with a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day-to-day activities.’

Do you consider yourself to be disabled under the Equality Act 2010? Please mark ‘X’ in the appropriate box.

YES NO

PREFER NOT TO SAY DON’T KNOW

a

Do you have any medical conditions or temporary disabilities that may affect your contribution to this course?

Yes / No

Details:

What is your ethnic group? Choose ONE section from A to F, then, tick the appropriate box to indicate your cultural background.

A White B Mixed C Asian, Asian British, Asian English, Asian Scottish, or Asian Welsh

A1

British B1

White and Black Caribbean C1

Indian

A2

English B2

White and Black African C2

Pakistani

A3

Scottish B3

White and Asian C3

Bangladeshi

A4

Welsh B4

Any other Mixed background C4

Any other Asian background,

A5

Irish please write in please write in

A6

Any other White background

please write in

D Black, Black British, Black English, Black Scottish, or Black Welsh

E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese Welsh,

F Other Ethnic Group

D1

Caribbean E1 Chinese F1 Other

D2

African E2 Any other Chinese background

please write in

D3 Any other Black background, please write in

please write in

Is English your First Language? Yes / No

Initial assessment development plan

Learner name: Centre staff name:

Language and Literacy Personal Skills

Development needs Action plan

Numeracy Personal Skills


ICT Personal Skills


©Q

ualificatio

ns n

etwo

rk

5


Unit 1

Understanding roles, responsibilities

and relationships in education and

training


Unit 1 overview

To successfully complete this unit you will need to demonstrate competence in the following learning

outcomes and assessment criteria:

Unit title: Understanding roles, responsibilities and relationships in education and training (H/505/0053)

Learning Outcome Assessment Criteria

The learner will: The learner can:

1 Understand the teaching role and responsibilities in education and training

1.1 Explain the teaching 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 Explain ways to promote equality and value diversity

1.4 Explain why it is important to identify and meet individual learner needs

2 Understand ways to maintain a safe and supportive learning environment.

2.1 Explain ways to maintain a safe and supportive learning environment

2.2 Explain why it is important to promote appropriate behaviour and respect for others.

3 Understand the relationships between teachers and other professionals in education and training

3.1 Explain how the teaching role involves working with other professionals

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

3.2 Describe points of referral to meet the individual needs of learners.


Unit 1: Understanding roles, responsibilities and relationships in education and training

To complete this unit please complete a project that answers the following:

1. What are the roles and responsibilities of a teacher in relation to education and training? 2. List a range of legislation, regulations and codes of practice that relate to your role as a teacher

and provide a summary for each. 3. Explain what is meant by the terms equality and diversity and explain ways in which these can be

promoted in education and training. 4. Explain why it is important to meet individual learners needs and provide an example to support

this. 5. Outline how a teacher can maintain a safe and supportive learning environment including why it

is important to promote appropriate behaviour and respect by teachers and learners. 6. List other professionals a teacher may need to work with and provide example of how they work

together. 7. Explain the boundaries between the teaching role and other professional roles. 8. Provide examples of where learners can be referred to for individual needs and explain what

support they may receive there.


Please remove this page and replace it with your unit 1 project/assignment


Assessor feedback form (first submission)

Learner Name: Learner D.O.B. Assessor Name:

Assessor feedback:

Action plan:

IQA Signature (if sampled) Date: EQA Signature (if sampled) Date:

©Q

ualificatio

ns n

etwo

rk

10


Assessor marking form

Learner Name: Learner D.O.B. ULN (if known):

Assessment criteria

Assessor comments /rationale Assessment

outcome

1.1

1.2

1.3

1.4

2.1

2.2

3.1

3.2

3.3

Assessor Name: Assessor Signature: Date:


©Q

ualificatio

ns n

etwo

rk

11

12

Unit 2

Understanding and using inclusive

teaching and learning approaches in

education and training

13

Unit 2 overview



Unit title: Understanding and using inclusive teaching and learning approaches in education and training (D505/0052)

Learning Outcome Assessment Criteria


1 Understand inclusive teaching and learning approaches in education and training

1.1 Describe features of inclusive teaching and learning

1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs

1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills

2 Understand ways to create an inclusive teaching and learning environment

2.1 Explain why it is important to create an inclusive teaching and learning environment

2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs

2.3 Explain ways to engage and motivate learners

2.4 Summarise ways to establish ground rules with learners

3 Be able to plan inclusive teaching and learning

3.1 Devise an inclusive teaching and learning plan

3.2

Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs

4 Be able to deliver inclusive teaching and learning

4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs

4.2 Communicate with learners in ways that meet their individual needs

4.3 Provide constructive feedback to learners to meet their individual needs

5 Be able to evaluate the delivery of inclusive teaching and learning

5.1 Review the effectiveness of own delivery of inclusive teaching and learning

5.2 Identify areas for improvement in own delivery of inclusive teaching and learning

14

Unit 2: Understanding and using inclusive teaching and learning approaches in education and training

This unit is broken into 3 parts. Part 1: A project to cover assessment criteria: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4 Part 2: the planning and delivery of a micro-session, this will satisfy assessment criteria: 3.1, 4.1, 4.2, 4.3 Part 3: A reflective account of the delivered session, this will satisfy assessment criteria, 3.2, 5.1, 5.2

Part 1: To complete this part please complete a project that answers the following:

1. Describe the features of inclusive teaching and learning 2. List different teaching and learning approaches in your specialist area and outline the strengths

and limitations of each. 3. Explain why it is important to provide opportunities for learners to develop their English, maths,

ICT and wider skills. 4. Explain why it is important to create an inclusive learning environment 5. In relation to meeting individual learners needs, explain why it is important to consider the

teaching and learning approaches, resources and assessment methods selected. 6. Explain methods of engaging and motivating learners. 7. Provide a summary of ways of establishing ground rules with learners.

Part 2: To complete this part please complete the following tasks:

1. Please create a lesson plan for an inclusive teaching session. The duration of the plan will be determined by the assessor however it must be a minimum of 15 minutes and a maximum of 1 hour.

2. Deliver the above session to a group of learners, these can be your peers. 3. Observe 2 other teaching sessions and provide written constructive feedback to the teacher.

Part 3: To complete this part you should complete a reflective journal entry which includes:

1. A justification of your selection of teaching and learning approaches, resources and assessment methods used during your micro-teach session.

2. A reflection of the effectiveness of your micro-teach session based on your own, your assessors and your peers feedback

3. An action plan outlining your areas for improvement in the delivery of inclusive teaching and learning.

15

Please remove this page and replace it with your unit 2, part 1 project/assignment

Unit 2 part 1: Understanding and using inclusive teaching and learning approaches in education and training



Assessor feedback:

Action plan:


©Q

ualificatio

ns n

etwo

rk

16




Assessment criteria


outcome

1.1

1.2

1.3

2.1

2.2

2.3

2.4



©Q

ualificatio

ns n

etwo

rk

17

©Q

ualificatio

ns n

etwo

rk

16


Please remove this page and replace it with your lesson plan for your micro-teach session


Please remove this page and replace it with the completed feedback form from your assessor


Please remove this page and replace it with the completed feedback forms from your peers



Reflective Journal

Learner Name: Learner D.O.B.

Reflective account: consider the reasoning for the teaching and learning approaches, the resources and assessment methods selected. Also reflect on the effectiveness of the session.

Continue on a separate sheet if required.

Action plan:


IQA Signature (if sampled) Date:

EQA Signature (if sampled) Date:

Unit 2 part 2 and 3: Understanding and using inclusive teaching and learning approaches in education and training



Assessment criteria


outcome

3.1

4.1

4.2

4.3

3.2

5.1

52.



©Q

ualificatio

ns n

etwo

rk

22


Unit 3

Understanding assessment in

education and training


Unit 3 overview



Unit title: Understanding assessment in education and training (R/505/0050)

Learning Outcome Assessment criteria


1 Understand types and methods of assessment used in education and training

1.1 Explain the purposes of types of assessment used in education and training

1.2 Describe characteristics of different methods of assessment in education and training

1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs

1.4 Explain how different assessment methods can be adapted to meet individual learner needs

2 Understand how to involve learners and others in the assessment process

2.1 Explain why it is important to involve learners and others in the assessment process

2.2 Explain the role and use of peer- and self-assessment in the assessment process

2.3

Identify sources of information that should be made available to learners and others involved in the assessment process

3 Understand the role and use of constructive feedback in the assessment process

3.1 Describe key features of constructive feedback

3.2

Explain how constructive feedback contributes to the assessment process

3.3 Explain ways to give constructive feedback to learners

4 Understand requirements for keeping records of assessment in education and training

4.1 Explain the need to keep records of assessment of learning

4.2

Summarise the requirements for keeping records of assessment in an organisation


Unit 3: Understanding assessment in education and training

To complete this unit please complete project that answers the following:

1. List the different types of assessment and the purpose of their use. 2. Describe different assessment methods outlining their strengths and limitations as well as how

they can be adapted to suit individual learner’s needs. 3. Explain why it is important to involve learners and others in the assessment process, outlining

the use of peer and self-evaluation. 4. Identify sources of information that should be made available to learners and others involved in

the assessment process 5. Outline what is constructive feedback, how it is provided and how it contributes to the

assessment process. 6. Explain why it is important to keep assessment records and summarise organisational

requirements for keeping these.


Please remove this page and replace it with your unit 3 project/assignment




Assessment criteria


outcome

1.1

1.2

1.3

1.4

2.1

2.2

2.3

3.1

3.2

3.3

4.1

4.2



©Q

ualificatio

ns n

etwo

rk

28

qualifications network qnuk level 3 award in...

Documents