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Practical teaching a guide to teaching in the lifelong learning sector Download practical teaching a guide to teaching in the lifelong learning sector or read online here in PDF or EPUB. Please click button to get practical teaching a guide to teaching in the lifelong learning sector book now. All books are in clear copy here, and all files are. Practical Teaching: A Guide to PTLLS and DTLLS is the perfect companion for those studying or teaching the PTLLS (Preparing to Teach in the Lifelong Learning Sector) and DTLLS (Diploma of Teaching in the Lifelong Learning Sector) qualifications.

1 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework September 2007 Version 1.1 (November 2007) Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 1

2 About City & Guilds City & Guilds is the UK s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement Access to assessment and qualifications is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute 2009 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes learners may copy the material only for their own use when working towards a City & Guilds qualification the Standard Copying Conditions on the City & Guilds website. Please note: National Occupational Standards are not The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0) or faxing +44 (0) Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0) F +44 (0) Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

3 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) Qualification handbook September 2007 Version 1.1 (November 2007) Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 3

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5 Contents 1 About this document 7 2 About the qualification Aim of the qualification The structure of the qualification and QCF credit values Assessment of the qualification Appeals against assessment 15 3 Candidate entry requirements 16 4 Centre requirements Centre, qualification and fast-track approval Registration and certification Quality assurance 20 5 Course design and delivery Initial assessment and induction Recommended delivery strategies Suggested reading 29 6 Summary of assessment requirements 32 7 Units About the units The units 35 8 Part one units 36 Unit 1 Preparing to teach in the Lifelong Learning Sector 37 Section 1 Understand own role, responsibilities and boundaries of role in relation to teaching 37 Section 2 Understand teaching and learning approaches in the specialist area 40 Section 3 Demonstrate session planning skills 42 Section 4 Understand how to deliver inclusive sessions which motivate learners 44 Section 5 Understand the use of different assessment methods and the need for record keeping 47 Level 3 theory assessment 49 Level 3 practical assessment 51 Level 4 theory assessment 53 Level 4 practical assessment 55 Unit 2 Planning and enabling learning 57 Level 3 theory assessment 64 Level 3 practical assessment 65 Level 4 theory assessment 66 Level 4 practical assessment 68 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 5

6 Unit 3 Enabling learning and assessment 69 Assessment 75 Unit 4 Theories and principles for planning and enabling learning 76 Assessment 81 8 Part two units 82 Unit 5 Continuing personal and professional development 83 Assessment 87 Unit 6 Curriculum development for inclusive practice 89 Assessment 92 Unit 7 Wider professional practice 93 Assessment 96 9 Glossary of terms 98 Appendix 1 Forms 103 Appendix 2 Professional discussion 124 Appendix 3 Example tutorial review 126 Appendix 4 Tutor tracking sheet 128 Appendix 5 Reflective Learning Journal 130 Appendix 6 Unit declaration 131 Appendix 7 Accreditation, national frameworks and qualification level descriptors 132 Appendix 8 Summary of City & Guilds assessment policies 133 Appendix 9 Funding 134 Appendix 10 City & Guilds contacts Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

7 1 About this document This document contains the information that centres need to offer the following teaching diploma under the new arrangements for candidates working towards Qualified Teacher, Learning and Skills status (QTLS) in the QTLS framework: Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) For full details of complex numbers, please refer to the Online Catalogue on Walled Garden ( This document includes details and guidance on: centre resource requirements candidate entry requirements information about links with, and progression to other qualifications qualification standards and specifications assessment requirements suggested reading lists tutor and candidate recording forms practical and theory assessments. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 7

8 2 About the qualification 2.1 Aim of the qualification The Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) is for Pre-service or In-service Teachers, and is aimed at candidates who: are deemed to be in a Full Teacher role or would like or require a full Level 5 qualification allowing them to teach in the Lifelong Learning Sector or are seeking career progression within their area of work and have access to a minimum 150 teaching practice hours (whether pre -service or in -service) teach on both a one-to-one and group basis for a variety of learners, across a range of levels. Pre-service is defined as those who are not formally contracted as teachers. In-service is defined as those who are formally contracted as teachers. Candidates in both categories must have access to 150 hours of teaching in a recognised lifelong learning context. For further clarification on the Associate Teacher and Full Teacher roles, please refer to Institute for Learning (IfL) guidance documentation available to download from Current definitions of the roles are also available from and in LLUK publications available from The qualification is suitable for those who work or want to work as: teachers in the Lifelong Learning Sector, ie further, adult and community education, work-based learning and the voluntary sector, provided they are qualified / experienced in the subject they intend to teach, at the appropriate level. Whilst the decision as to what constitutes appropriate entry qualifications/experience is at the discretion of the centre, it is anticipated that a skill specific qualification or the ability to demonstrate level 3 skills in a skill specific area is recommended. About the level of this qualification The Diploma in Teaching in the Lifelong Learning Sector (7305) comprises units at both level 3/4 (Part one) and level 5 (Part two). Upon successful completion of the relevant mandatory and optional units (at both level 3/4 and level 5 where indicated) candidates will be awarded a level 5 Diploma. Centres must assess candidates at the correct level, taking into account the following level guidance: At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in: an understanding of the relationship between theory/principles and practice evidence of research and reading evidence of consideration of practice that is in accordance with professional values an academic style of writing, in which a recognised system of referencing is used, the Harvard system is recommended. Writing should be concise, and candidates should provide evidence of careful planning. 8 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

9 At Level 5, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in: a critical reflection of the relationship between theory/principles and practice a considered and targeted approach to reading and research clear evidence of substantial reading including professional publications evidence of practice that is in accordance with professional values an academic style of writing, in which a recognised system of referencing is followed, the Harvard system is recommended. Writing should be concise, and candidates should provide evidence of careful planning. Candidate assessments should be word processed. Where this is not possible, guidance should be sought from City & Guilds policy document Access to Assessment available to download from These qualifications are related to the following City & Guilds qualifications: 7300 Introduction to Trainer Skills 7302 Level 3 Certificate and Diploma in Delivering Learning 7303 Levels 3 / 4 Award in Preparing to Teach in the Lifelong Learning Sector 7304 Levels 3 / 4 Certificate in Teaching in the Lifelong Learning Sector 7407 Level 4 Certificate in Further Education Teaching 7318 Level 3 NVQ Learning and Development qualifications 7307 Level 3 Certificate in Teaching Adult Learners 9483 Level 3 Certificate in Adult Literacy Support 9484 Level 3 Certificate in Adult Numeracy Support 9487 Level 3 Certificate in ESOL Subject Support 9485 Level 4 Certificate for Adult Literacy Subject Specialists 9486 Level 4 Certificate for Adult Numeracy Subject Specialists 9488 Level 4 Certificate for ESOL Subject Specialists 7305 Level 5 Diploma in Teaching English (Literacy) in the Lifelong Learning Sector 7305 Level 5 Diploma in Teaching English (ESOL) in the Lifelong Learning Sector 7305 Level 5 Diploma in Teaching Mathematics (Numeracy) in the Lifelong Learning Sector 7305 Additional Diploma in Teaching English (Literacy) in the Lifelong Learning Sector 7305 Additional Diploma in Teaching English (ESOL) in the Lifelong Learning Sector 7305 Additional Diploma in Teaching Mathematics (Numeracy) in the Lifelong Learning Sector. The qualification is designed to contribute towards the skills, knowledge and understanding for the New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector. The qualification provides progression from the Levels 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) and Levels 3/4 Certificate in Teaching in the Lifelong Learning Sector (7304). It is the appropriate qualification for people deemed to be in the Full Teacher role. The qualification is designed to enable candidates to: adopt an integrated approach to the theory and practice of teaching reflect on their own previous/current levels of experience, practice and skills, and areas for development identify principles of learning, teaching, assessment and evaluation develop confidence, communication and interpersonal skills develop an awareness of their professional role and responsibilities. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 9

10 2 About the qualification 2.2 The structure of the qualification and QCF credit values This is a minimum 120 credit qualification, consisting of seven mandatory units (total 90 credits: two units at level 3 or 4, two units at level 4 and three units at level 5) and optional units to the minimum total value of 30 credits. For the optional credits, 15 credits must be achieved at level 4, and 15 credits must be achieved at level 5. There are two parts to this qualification: part one staged at level 3 / 4 as indicated below, consisting of mandatory and optional units; plus part two staged at level 5, consisting of mandatory and optional units. Part one City & Guilds unit number* Unit 1 Unit title Unit level Mandatory /Optional unit Preparing to teach in the Lifelong Learning Sector Level 3/4 Mandatory 6 credits Qualifications and Credit Framework (QCF) value Unit 2 Planning and enabling learning Level 3/4 Mandatory 9 credits Unit 3 Unit 4 From a selection Enabling learning and assessment Theories and principles for planning and enabling learning Optional unit from a selection (refer to 7305 DTLLS level 4 optional units handbook) Level 4 Mandatory 15 credits Level 4 Mandatory 15 credits Level 4 Optional 15 credits 10 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

11 Part two City & Guilds unit number* Unit 5 Unit title Unit level Mandatory /Optional unit Continuing personal and professional development Level 5 Mandatory 15 credits Qualifications and Credit Framework (QCF) value Unit 6 Unit 7 From a selection Curriculum development for inclusive practice Wider professional practice Optional unit from a selection (refer to 7305 DTLLS level 5 optional units handbook) Level 5 Mandatory 15 credits Level 5 Mandatory 15 credits Level 5 Optional 15 credits *For details of component numbers for the specified units above, please refer to the Online Catalogue on Walled Garden ( The QCA reference number for the 7305 DTLLS qualification is as follows: QCA reference Qualification title 500/2087/0 Level 5 Diploma in Teaching in the Lifelong Learning Sector The PTLLS mandatory unit and Planning and enabling learning unit (both at level 3 or 4, totalling 15 credits) may be carried forward from either the 7303 Award in Preparing to Teach in the Lifelong Learning Sector and/or the 7304 Certificate in Teaching in the Lifelong Learning Sector. It can also be studied alongside/within the level 5 DTLLS, provided they are front loaded. Part one units must be delivered to candidates prior to Part two units. The 7305 DTLLS is a core and options qualification. For the options, the units may: reflect the context or setting in which teaching and learning takes place be elements related to a particular teaching role be specialised units on particular subjects; for example, assessment. Qualifications and Credit Framework (QCF) The QCF is a credit based framework which will eventually replace the National Qualifications Framework (NQF). The framework assigns credit values to units and qualifications, allowing learners and centres easily to track progression and accumulation of learning and skills. The QCF tracks achievement data via a unique learner number (ULN). Centres will need to register with the Learner Registration Service (LRS) to get ULNs for their candidates, by ing or by calling , stating that City & Guilds is their Awarding Body (AB). The QCF is a new pilot framework emerging out of a Department for Innovation, Universities and Skills (DIUS) (formerly Department for Education and Skills (DfES)) initiative to transform and professionalise teacher training and continuing professional development (CPD) in the Lifelong Learning Sector in England. Further information on the QCF is available from Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 11

12 QCF credit value The total number of credits required to achieve the full Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) is 120 credits. To achieve the qualification, candidates must successfully complete the assessments covering all mandatory units plus assessments for the chosen optional units for Parts one and two. 12 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

13 2 About the qualification 2.3 Assessment of the qualification Assessment National standards and rigorous quality assurance are maintained by the use of City & Guilds assessments. On successful completion of both parts of the qualification, candidates will be awarded a Level 5 Diploma in Teaching in the Lifelong Learning Sector. QTLS status must be applied for via the Institute for Learning (IfL) ( Assessment strategy For both the Preparing to teach in the Lifelong Learning Sector unit and Planning and enabling learning unit, assessment will be covered by one practical and one theory assessment at level 3 or level 4. The remaining units, at both level 4 and level 5, will be assessed by assessment tasks provided at the end of each unit and are to be marked internally by the centre. Delivery and assessment of Part one units must take place prior to Part two units. Assessments and unit content for the optional units are provided in either the level 4 or level 5 Diploma in teaching in the Lifelong Learning Sector optional units handbook, available to download from Centres must ensure that candidates have the opportunity to access the appropriate facilities to support research activities. Assessments should be issued towards the start of the programme to enable candidates to gather evidence holistically throughout the programme and plan and prepare delivery of their teaching practice sessions. This will also assist formative assessment and internal verification. Marking and feedback should take place within two weeks of submission of the assessment. Quality assurance is provided by the centre and monitored by City & Guilds external verification systems, to ensure that national standards are maintained Each assessment will be graded pass or refer. If a candidate has been referred and does not meet the assessment criteria in the second submission, centres should use their discretion to either: arrange additional support for the candidate or guide the candidate towards a more suitable qualification or inform them of their rights under the appeals procedure, as outlined in section 2.4. Centres must have an appropriate referral policy in place based on the above recommendations. The assessments provided are mandatory, and alternatives are not acceptable. Assessment of candidates achievement in the qualification will be the responsibility of a designated tutor, assisted in many centres by a programme team. When marking candidates work, the tutor should use his/her professional judgment to ensure that all parts of the assessments have been successfully completed. The use of professional discussion Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 13

14 (recorded on Appendix 2) may be used at level 3 only to support review of assessments, but not replace them. Further guidance regarding the assessments is contained within each of the units. Centres are strongly recommended to use the pro formas provided, see Appendices 1-6. The exception to this is if a centre already has standard programmes/schemes of work and session plan formats which fulfil the assessment criteria. All documents must be agreed with the External Verifier (EV) if this is the case. There is no requirement for independent assessment to take place. A sample tutor tracking sheet to track dates of candidate achievement of the assessments is provided in Appendix 4. Use of this form is not compulsory. However, centres must keep records of candidate assessments. For candidates with particular requirements, centres should refer to the City & Guilds policy document, Access to Assessment: Candidates with particular requirements. Observation Candidates must be observed for at least eight hours over a minimum of eight occasions during their 150 teaching practice hours. Form 6 Observation Report must be used for this purpose. Whilst each observation must be for a minimum of 30 minutes, it is recommended that most observed sessions would be for a minimum of one hour. Teaching observation excludes observed practice completed as part of the 7303 PTLLS qualification or PTLLS unit, or theory assessment for the Planning and enabling learning unit at level 3 or level 4, or mentor observations. Teaching practice must be in an appropriate learning and skills setting, and centres must maintain a list of approved locations. Candidates practice must be observed throughout the duration of the DTLLS programme. Constructive and developmental feedback should be given. Centres should use their professional judgement when making decisions. Mentors are encouraged to observe candidates, in addition to the required tutor observations. 14 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

15 2 About the qualification 2.4 Appeals against assessment This section relates to appeals against results from assessment of tasks undertaken by candidates. It is a condition of centre approval that all centres must ensure that there is an appeals procedure available to all candidates. The appeals procedure documentation must be submitted to City & Guilds in the qualification approval submission. If a candidate appeals against the result of an assessment, the programme tutor should try to resolve the problem in the first instance. It should then be referred to the Internal Verifier (IV), and following that, the centre Quality Assurance Co-ordinator (QuAC). If the problem cannot be satisfactorily resolved, the EV should be approached to offer independent advice. All appeals must be clearly documented by the centre co-ordinator and made available to the EV and/or City & Guilds. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 15

16 3 Candidate entry requirements Candidate entry requirements Candidates should be qualified to level 3 or be able to demonstrate level 3 skills in the subject they intend to teach, have access to 150 teaching practice hours and possess reasonable levels of language, literacy, numeracy and ICT. For further guidance, refer to section 5 Initial assessment in this document. In addition, the nature of both the learning and assessment required for the qualification is such that candidates should have the ability to manage the requirements of the level of the qualification they are taking. They should be able to read and interpret written tasks, and to write answers in a legible and understandable form. Evidence of this should be recorded as part of their initial assessment. Candidates will also need to be able to organise written information clearly and coherently. It is good practice to embed Skills for Life personal skills: literacy, numeracy, language and ICT within the programme delivery. Centres must provide candidates with access to support in these areas where necessary. The Minimum Core of Language, Literacy, Maths and ICT must be embedded within the Planning and enabling learning unit, Theories and principles for planning and enabling learning unit, and Enabling learning and assessment unit. Candidates will be expected to have maintained and completed their continuing professional development (CPD) in accordance with regulations. Accreditation of prior learning and experience Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APEL) recognise the contribution a person s previous experience could make to a qualification. APL/APEL from the Award in Preparing to Teach in the Lifelong Learning Sector (7303) and Certificate in Teaching in the Lifelong Learning Sector (7304) Achievement of the six credit Preparing to Teach in the Lifelong Learning Sector (PTLLS) unit and the nine credit Planning and enabling learning unit is a mandatory requirement of the Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305). Candidates may work towards achieving the PTLLS unit and Planning and enabling learning unit through the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) (7305). They can gain recognition of prior achievement against those units if they have previously successfully achieved the PTLLS Award (7303), or the PTLLS unit and Planning and enabling learning unit with the 7304 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) qualification. 16 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

17 4 Centre requirements 4.1 Centre, qualification and fast-track approval Centres not yet approved by City & Guilds Only approved organisations can offer City & Guilds qualifications. Organisations approved by City & Guilds are referred to as centres. Centres must meet a set of quality criteria including: provision of adequate physical and human resources clear management information systems effective assessment and quality assurance procedures including candidate support and reliable recording systems. An organisation that has not previously offered City & Guilds qualifications must apply for approval to become a centre. This is known as the centre approval process (CAP). Centres also need approval to offer a specific qualification. This is known as the qualification approval process (QAP), (previously known as scheme approval). In order to offer this qualification, organisations which are not already City & Guilds centres must apply for centre and qualification approval at the same time. Existing City & Guilds centres will only need to apply for qualification approval for the particular qualification they wish to offer. Full details of the procedures and forms for applying for centre and qualification approval are given in Providing City & Guilds qualifications - a guide to centre and qualification approval, which is also available on the City & Guilds centre toolkit, or downloadable from the City & Guilds website ( Regional/national offices will support new centres and appoint a Quality Systems Consultant (QSC) to guide the centre through the approval process. They will also provide details of the fees for approvals. Assessments must not be undertaken until centre and qualification approval have been obtained and candidates are registered for the qualification. Further guidance is contained in Providing City & Guilds qualifications - a guide to centre and qualification approval. City & Guilds reserves the right to withdraw qualification or centre approval for reasons of debt, malpractice or non-compliance with City & Guilds policies, regulations, requirements, procedures and guidelines, or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds. Further details of the reasons for suspension and withdrawal of approval, procedures and timescales, are contained in Providing City & Guilds qualifications. Existing City & Guilds centres To offer the Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305), centres already approved to deliver City & Guilds qualifications will need to gain qualification approval. Further details on the qualification approval process are available in Providing City & Guilds qualifications - a guide to centre and qualification approval. Fast-track approval Fast-track approval is not available for this qualification. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 17

18 4 Centre requirements 4.2 Registration and certification Administration Full details of City & Guilds administrative procedures for the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) is provided in the Online Catalogue. This information includes details on: registration procedures enrolment numbers fees entry for examinations claiming certification. Centres should be aware of time constraints regarding the registration and certification periods for the qualifications, as specified in the City & Guilds Online Catalogue. Centres should follow all administrative guidance carefully, particularly noting that fees, and registration and certification end dates for the qualification are subject to change. The latest News Updates are available on our website ( Registration Candidates must be registered as near to the start date of their programme as possible. Centres must submit registrations using Form S or via the Walled Garden, under qualification number 7305 for the Level 5 Diploma in Teaching in the Lifelong Learning Sector. For full details of complex registration numbers, please refer to the Online Catalogue on Walled Garden ( Following registration, a Nominal Roll Report (NRR) will then be issued by City & Guilds. This report confirms to centres that the registration application has been received and processed. If there are any problems in the registration process, these will be identified by way of messages or warnings appearing on the NRR that must be acted upon by the centre immediately. Certification Candidate results should be submitted on Form S or via the Walled Garden. Before a full qualification can be claimed, the claiming centre must possess a record of the candidate s fully completed teaching practice log which evidences fulfilment of the 150 teaching practice hours required of this qualification. Candidates successfully achieving assessments for each unit will be issued with a Certificate of Unit Credit (CUC). Candidates successfully achieving the required number of units to gain 120 credit points will receive the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) at Level 5. There is no opportunity for single accreditation of one assessment task. However, candidates may achieve the remaining assessment tasks at a later date (see section 3 on APL in this document). 18 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

19 Full details on all the above procedures are given in the Directory of Vocational Qualifications, published annually by City & Guilds. This information is also available on the Walled Garden: Summary of registration and certification procedures Steps What happens? 1 Centres register candidates for the qualification, using Form S or the Walled Garden, as near to the start date of their programme as possible. 2 Centres receive Nominal Roll Report confirming registered candidates (at this stage, centres must check all candidate details and notify City & Guilds of any inaccuracies). 3 Centres use Form S or the Walled Garden to claim completion of the units, once these have been marked and quality assured. 4 Centres receive a Nominal Roll Report and a Results List, confirming that the claim has been processed. They will also receive certificates at this time. For further advice and guidance on registration and certification procedures, please contact our Customer Relations Team on , or Retaining assessment records Centres must retain original copies of candidate assessment and internal verification records for at least three years after certification. Centres must also ensure that all candidate portfolios are retained for the EV to sample. Centres must ensure that the unit declaration record is completed for each unit achieved (Appendix 6). Certificate of unit credit (CUC) A CUC records the successful completion of a unit. Centres can apply for CUCs on behalf of a candidate at any time after they have successfully completed the assessment for the relevant units. They do not need to wait until their full programme has been completed. Full certificates Full certificates are only issued to candidates who have met the full requirements of the qualification and achieve 120 credits, as described in section 2.2 The structure of the qualification. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 19

20 4 Centre requirements 4.3 Quality assurance This information is a summary of quality assurance requirements for this qualification. City & Guilds publication, Providing City & Guilds qualifications- A guide to centre and qualification approval in the Centre toolkit provides full details and guidance on: internal quality assurance external quality assurance roles and responsibilities of quality assurance staff. Internal quality assurance Approved centres must have effective quality assurance systems to ensure optimum delivery and assessment of qualifications. Quality assurance includes initial centre approval, qualification approval and the centre s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance, and City & Guilds is responsible for external quality assurance. Staffing for the DTLLS It is possible for members of the DTLLS delivery team, including teaching practice observers, to hold differing levels of qualification and experience (minimum level 4). However, the team leader and primary tutors must hold a qualification equivalent to QTLS status, for example 7407 Certificate in Further Education Teaching stage 3, Level 4 NVQ in Training and Development, Level 4 NVQ Learning and Development, 7305 Diploma in Teaching in the Lifelong Learning Sector, Certificate in Education (Cert Ed), or Post-graduate Certificate in Education (PGCE). This core team must also have experience in delivering and assessing teacher training qualifications at level 4 and/or above for a period of one year within the last two years. Staff joining the delivery team who do not have the required experience and qualifications must follow an appropriate induction programme, work shadow a qualified/experienced member of the team, and have their assessment decisions sampled by an experienced member of the team until they have achieved the required qualifications and experience. Records must be maintained for external verification purposes. There should be a balance of staff who fulfil the qualification/experience requirements to ensure a robust assessment and quality assurance system. Staff should engage in ongoing CPD activities. These may include observation and evaluation of other staff within the delivery team, supervision, professional discussion, standardisation events, case reviews, research, reflective practice, mentoring and attendance at conferences and events. Subject specific support/mentoring for DTLLS It is strongly recommended that each candidate has a subject specific mentor, to give support on subject specific pedagogy. Further guidance on subject specific mentoring will be available from the Sector Skills Council (SSC), LLUK, via 20 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

21 It is good practice for mentors to observe candidates. This will be in addition to the eight hours observed by the programme team. Mentors should hold QTLS status, a relevant vocational qualification/skill related to the candidate s subject area and considerable experience in teaching and learning in that context. Mentors should be trained in appropriate mentoring techniques and be familiar with the requirements of 7304 CTLLS/ 7305 DTLLS. They should provide professional support, including mentoring and direction in the processes and practices of contextualised teaching, session planning and resource development. It would also help and support the candidate if the mentor undertook additional teaching observations (other than those carried out by the observation team), using Form 6 Observation Report provided in Appendix 1). Centres should also ensure, where possible, that peer support takes place within the cohort, where candidates with a similar subject specialism are encouraged to support each other. External quality assurance External quality assurance for the qualification will be provided by City & Guilds external verification process. EVs are appointed by City & Guilds to approve centres, and to monitor the assessment and internal quality assurance carried out by centres. External verification is carried out to ensure that assessment is valid and reliable, and that there is good assessment practice in centres. To carry out their quality assurance role, EVs must have occupational knowledge and expertise. City & Guilds EVs attend training and development designed to keep them up-to-date, engage in standardisation between verifiers and share good practice. The key quality assurance roles summarised The following sections provide a summary of the key roles involved in the successful implementation and assessment of the qualification. Centre Co-ordinators: The role of the Centre Co-ordinator is to: liaise with City & Guilds liaise with their Human Resources (HR) facility or equivalent identify to the candidate their Tutor, Assessor and Internal Verifier at the beginning of their programme identify within the programme delivery team the role of the tutor, any other assessors and Internal Verifier ensure there are adequate resources; both staff and materials. All staff should be inducted and maintain records of their continuing professional development (CPD) maintain evidence of CPD of her/himself and the programme team maintain the quality assurance processes ensure candidates are registered with the Institute for Learning (IfL) ensure that each candidate undergoes an initial assessment and induction (records to be maintained), leading to an agreed action plan/individual Learning Plan (ILP) establish and monitor candidate support systems Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 21

22 ensure that all staff carrying out assessment(s) are familiar with and understand the assessment requirements ensure that assessments and candidate evidence are clearly organised and accessible to the Internal and External Verifier ensure that all City & Guilds documentation is completed when required ensure, where several members of staff are involved in the delivery of the qualification, that requirements and standards are interpreted consistently maintain records of standardisation activities ensure that an appropriate referral policy is in place maintain a list of teaching practice locations. Tutor: The role of the Tutor is to: plan, manage and deliver the qualification carry out initial assessment on all prospective candidates agree with the candidate an action plan/individual Learning Plan (ILP), based on the candidate s initial assessment and induction provide a programme for delivery of the qualification ensure that each candidate is aware of the assessment requirements throughout their programme ensure that candidates undertake relevant teaching activities ensure that candidates have a placement or are employed in an appropriate teaching role to allow fulfilment of the 150 teaching practice hours prior to them progressing beyond Unit 1 PTLLS observe the micro-teach/teaching practice delivery (a member of the centre s programme delivery team may do this) (Form 6, plus Form 12 for PTLLS are strongly recommended). Recordings of the micro-teaching and theory assessment tasks in PTLLS and Planning and enabling learning should be maintained for internal and external verification purposes give candidates detailed feedback on their delivery, incorporating use of the Observation Report (Appendix 1, Form 6, plus Forms 8 and 12 for PTLLS), and Observation of Assessment Activity form (Appendix 1, Form 10) provide guidance and support to candidates on the assessment requirements for each assessment ensure that the assessment requirements have been met by the candidate ensure that a teaching practice portfolio (TPP) and reflective learning journal (RLJ) are maintained by the candidate provide each candidate with prompt, accurate and constructive feedback within 14 days of submission of each assessment, using the assessment feedback forms provided keep accurate and legible records of candidate progress and achievement meet with the Centre Co-ordinator and other tutors to share good practice and maintain standards. Teaching Practice Observer (must be a member of the course delivery team) The role of the Teaching Practice Observer is to: ensure that they are familiar with the requirements of the qualification observe the candidate s teaching practice delivery (total of eight hours over a minimum of eight occasions for a minimum of 30 minutes per session observed) give candidates detailed feedback on their delivery, incorporating use of the Observation Report (Appendix 1, Form 6, plus Forms 8 and 12 for PTLLS) and Observation of Assessment Activity form (Appendix 1, Form 10) make and maintain accurate records of teaching practice observations 22 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

23 ensure that records are made available for quality assurance purposes. Mentor: It is recommended that the mentor is a specialist in the relevant field, according to the role of the candidate. Mentors should provide support for the professional development of the candidate in his/her subject area. For example, checking schemes of work, session plans and course development. Internal Verifier: The role of the Internal Verifier (IV) is to ensure that: all assessments are sampled; the sample should cover all candidates, assessors and locations. Centres should use the smallest sample size that addresses all these factors the work of all personnel contributing to the delivery of the programme is sampled by a range of methods to include: o monitoring tutors observations of micro-teach/teaching practice sessions (live and/or visual recordings where appropriate) o discussion, with candidates, about the learning process and their experiences o records of tutorial review sessions (see Appendix 3 for an example) o monitoring programme delivery records of all sampling activities are monitored and maintained standardisation activities take place and that records of these activities are maintained a suitable subject specific mentor is appointed to each in-service candidate where applicable to support good practice staffing, learning and physical resources are appropriate records of achievement (Form 1) and teaching practice logs (Form 9) are completed and kept in portfolios by candidates. External Verifier: The role of the External Verifier (EV) is to ensure that: initial assessment records are sampled centres are following the assessment specifications published by City & Guilds centres interpret unit requirements consistently centre documentation meets the requirements of City & Guilds centres carry out internal verification of candidate work the programme delivery is observed a sample of teaching practice is observed all assessment questions are sampled and that the sample covers all candidates, assessors and locations centre standardisation activities take place and are recorded candidates are registered with the IfL staffing, learning and physical resources are appropriate records are completed fully, including the Teaching Practice Portfolio and Reflective Learning Journal. Equal opportunities Access to this qualification is open to all, irrespective of gender, race, religion or creed, age or special needs. The Centre Co-ordinator should ensure that no candidate is subjected to unfair discrimination on any grounds in relation to access to assessment and to the fairness of the assessment. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 23

24 QCA requires City & Guilds to monitor centres to check whether equal opportunities policies are being adhered to. The City & Guilds equal opportunities policy can be found in the Directory of Vocational Qualifications/Product Catalogue. City & Guilds requires that centres approved to offer assessments leading to its qualifications should inform candidates of the existence of this policy. 24 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

25 5 Course design and delivery 5.1 Initial assessment and induction Centres must ensure that each prospective Level 5 DTLLS candidate undergoes an entry assessment before commencing the course. This is to determine their suitability to undertake the qualification in terms of aptitude and Minimum Core skills. The format and content of this assessment should be decided by the centre. The outcomes of the initial assessment should be used to establish prior learning and experience and preferred learning styles, and should be recorded in the candidate s action plan / Individual Learning Plan (ILP). Centres must provide Skills for Life support to candidates where necessary and maintain records of these. Any Skills for Life needs should be established by initial assessment. Centres should then decide on an appropriate course of action which may include informal support or requiring the candidate to undertake a formal course, for example Key Skills or Functional Skills. The Minimum Core of language, literacy, maths and ICT must be embedded within Unit 2 Planning and enabling learning, Unit 3 Enabling learning and assessment and Unit 4 Theories and principles for planning and enabling learning. City & Guilds recommends that centres provide an induction programme to ensure that the candidate fully understands the requirements of the qualifications they will work towards, their responsibilities as a candidate, and the responsibilities of the centre. It may be helpful to record the information on a learning contract. Further guidance about initial assessment and induction, as well as a learning contract that centres may use, is available in the Centre toolkit. Candidates should have a placement or be employed in an appropriate role before progressing beyond Unit 1 PTLLS. This should be checked by centre staff. Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1 25

26 5 Course design and delivery 5.2 Recommended delivery strategies Delivery Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualifications before designing a programme. Centres may design programmes in any way that best meets the needs and capabilities of their candidates satisfies the requirements of the qualification addresses the wider curriculum, where appropriate. In particular, staff should consider the skills and knowledge related to the professional standards, Functional Skills and other related qualifications. Contact and non-contact hours According to the rules of the Qualifications and Credit Framework (QCF), 360 contact hours are allocated for programme delivery; this includes group tutorials and the candidate delivery of the theory aspect of the assessments. A further 840 hours is recommended for non-contact time, which will cover the candidates individual tutorial support time, developmental activities, research, selfstudy and teaching practice. A record of the contact hours should be maintained by the centre. Centres should note that contact and non-contact hours are notional and should be used as a guide. It is at the discretion of individual centres as to how they manage the delivery of the qualification requirements. Provided that these are met, centres have the flexibility to deliver the qualification in as many hours as they deem appropriate. Centres should, however, take into consideration that funding will be based on the recommended contact and non-contact hours. Delivery of the qualification can be holistic or by unit following delivery of the PTLLS unit / 7303 PTLLS Award. When planning delivery of the programme, centres must address all the points of the aims and content for the unit (section aims for PTLLS unit). At level 3, there is no need to cover theorists in detail. At level 4, candidates should be encouraged to use their non-contact time for theoretical research and reading. The first units to be delivered and assessed must be Unit 1 Preparing to teach in the Lifelong Learning Sector and Unit 2 Planning and enabling learning for either delivery model. All the learning outcomes, content and assessment activities should be covered as part of the centre s programme/scheme of work. Once PTLLS and Planning and enabling learning have been delivered and assessed, there is no requirement to deliver the remaining units chronologically, however all Part one units must be delivered to candidates prior to Part two units (see section 2.2). Provided that the requirements for the qualification are met, tutors may design programmes of study in any way that they feel best meets the needs and capabilities of the candidates. Centres may wish to introduce other topics as part of the programme, for example to meet local needs. These should not be assessed. As a developmental activity, candidates should be encouraged to observe an experienced practitioner. This does not form part of their assessment, but is regarded as good practice. 26 Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) v1.1

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Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: “Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”. Gravells A. Page 113.

Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:

Initial Assessment
Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations.

Ideally this identifies prior knowledge, individual learner’s current levels and any special requirements. Undertaken using a combination of the following:

* Observations
* One-to-one evaluation ‘Is the learner is on the right course’ ‘Will they successfully complete all requirements to pass this course’. * Competency tests (Functional Skills). Is there is any weakness? Additional modules to aid the learner.

Formative Assessment
An on-going process taking place during sessions taking the form of: * Quizzes and puzzles.

Helps ascertain knowledge absorption. * Verbal question and answers. Helps see if the learners comprehend the topic. * Journals. To help the record feelings, what went right and what can be improved on. This helps me assess teaching to the correct level or beneficial I adjustments to my plan and methods. * Observations. I can walk around the room and observe the learner’s work. Summative Assessments

Carried out at the end of a course to measure how much has been retained
usually through: * End of course formal tests or exams. To see what they have learnt. * Portfolio: This is a collect ion of the learners work throughout the course.

1.2 Analyse how assessment methods are used in lifelong learning: To identify what prior knowledge a learner has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plans.

Diaries or Learning Journals are used to document on-going learning from each session. Progress is measured and any gaps in teaching or learning addressed.

Simulation is used to see if learners are able to understand instructions and reproduction of what they have seen or heard in everyday life situations.

Assignments evaluate how well learners are able to research particular subjects then put their findings into words.

Discussions are a good vehicle for assessment and understanding when other methods may be difficult to manage.

Peer feedback where fellow learners give their comments and ask questions for clarity.

1.3 Evaluate strengths and limitations of assessments methods to meet individual leaner needs:
Quizzes and puzzles can be used informally to assess if learning is taking place. However if the purpose is to measure individual learning the questions need to be varied. The most effective way is to have the assessment computer generated though this is not always possible if the correct software or facility is not available.

Diaries aid literacy and language skills. The learner would also be able to reflect back on what they have learnt; building their confidence to
self-assess. In order for this to work, there needs to be clear aims and objectives.

A portfolio is a formal way to gather evidence produced over a period of time covering all topics taught. This needs to be checked for things such as plagiarism and if information used is current and correctly referenced.

Practical Teaching A Guide To Ptlls Dtlls Pdf To Jpg File

Role play is another assessment method. The learners are given a scenario from their lesson which they have the opportunity to act out linking theory to practice. There needs to be clear explanation given, this can be time consuming and not all learners may feel comfortable playing roles.

Examinations can assess what learners have retained by just recalling information. The down side of this is that learners may have only been taught what is needed to pass the exam and not retain any of the other theories they may need at a later stage.

2.1 Evaluate how to involve learners in the assessment process: As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process.

By giving my learners clear guide lines they undertake peer to peer assessments, where they give verbal feedback to each other. This stimulates focus on the subject being taught; encourages communication skills and the discovery of common ground. Sometimes comments coming from a peer can be better received than from the tutor.

Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.

I also conduct one to one tutorials in an informal manner where we discuss objectives, progress and development. This demonstrates positive and individual inclusion. As stated by Wilson L. (2009). page112 “Assessment is a term given to checking that learning has occurred. It may happen at any
stage during the learner’s progress through their qualification”. Assessments are also a tool to motivate and boost the confidence of learners.

2.2 Analyse the role of peer and self –assessment in the assessment process: Peer assessments are a good means of confirming and sharing ideas. During teaching sessions I am able to describe my observations and justify how I reached conclusions. My peers may agree or get me to look at what I’ve expressed in a different way thus through discussion we come to a consensus.

Looking at peer assessment on my micro-teach session. I was pleased with the feedback. It clearly showed what I am confident in; what I need to improve on and what I should consider for future delivery. Their feedback was encouraging and it has confirms I have made the correct decision career-wise. I found putting into practice what I already know with what I have learnt over the past few weeks very useful. There were some challenges I had when creating my own micro-teach session, this is all part of the learning process for me. Both during but predominately as session come to an end I to do a mental self- assessment leading to putting down my own thoughts on paper to aid improvement going forward.

3.1 Explain the need to keep records of assessment learning: Assessments should be documented create evidence of learning, how it is evaluated and progress made. Records also serve for the purpose of verification for audits, for quality assurance and for regulatory bodies.

* Assessment tracking can be used to show development and learners requirements being met. * Feedback and action records are used to show that a learner has had feedback, what was agreed and when it is carried out. * Learning styles results will aid with inclusiveness when reviewing or creating session plans. * Enrolment forms to confirm the learner’s details, emergency contact, whether they are permitted to study and what the learner signed up for.

3.2 Summarise requirements for keeping records in an organisation: All government, legal and organisational guidelines should be followed and
regularly audited. Confidentiality must be maintained at all times by any persons holding/using personal data in line with the ‘Data Protection’ and ‘Freedom of Information’ Acts. Records should be accurate, legible and current with specific rules regarding storage, access and removal of obsolete information.

All methods should be to an agreed standard irrespective of who, whom and how undertaken. WORDCOUNT: 1089
Bibliography
Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector 5th Edition, London: Learning Matters

Practical Teaching A Guide To Ptlls Dtlls Pdf To Jpg Free

Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS. Cengage Learning EMEA