qualification handbook biiab level 4 certificate in education and training · 2018-01-22 ·...

Version 2 © BIIAB January 2018 www.biiab.org

Qualification handbook

BIIAB Level 4 Certificate in Education and

Training

601/5961/3

http://www.biiab.org/

BIIAB Level 4 Certificate in Education and Training

Version 2 © BIIAB January 2018 www.biiab.org

Table of Contents

1. About the BIIAB Level 4 Certificate in Education and

Training ................................................................................ 1

2. About this pack ................................................................... 2

3. BIIAB Customer Service ..................................................... 2

4. What are Rules of Combination (ROC)? ........................... 3

5. BIIAB Level 4 Certificate in Education and Training

Rules of Combination (ROC) and structure ....................... 4

6. Age Restriction ................................................................... 7

7. Entry Requirements and Progression ............................... 7

8. Assessment ......................................................................... 9

9. Initial Assessment and Induction .................................... 17

10. Delivery ............................................................................ 17

11. Resources ....................................................................... 17

12. Design and delivery ........................................................ 20

13. Format of Units ............................................................... 21

14. Initial registration ............................................................ 22

15. Mandatory Units .............................................................. 23

16. Optional Units ................................................................. 24


Version 2 © BIIAB January 2018 1 www.biiab.org

1. About the BIIAB Level 4 Certificate in Education and Training

This qualification has been developed by the Learning and Skills Improvement Service (LSIS) in

conjunction with employers. An LSIS review of qualifications for teachers and trainers in the further

education and skills sector was undertaken in 2012. The proposal for an award at Level 3 was

supported as part of a suite of generic teaching and training qualifications including certificate and

diploma qualifications. More information about the findings of the review can be found in the report

Further Education and Skills in England: New Qualifications for Teachers and Trainers: Phase Two

Findings Report (LSIS, 2013).

BIIAB has produced assessments and guidance in conjunction with employers and centres. The

qualification has a unique Qualification Number (QN) which is shown below.

Each unit within the qualification will also have a Unit Reference Number (URN).

The QN code will be displayed on the final certificate for the qualification.

Qualification title Qualification Number (QN) BIIAB Level 4 Certificate in Education and Training 601/5961/3

Purpose

The BIIAB Level 4 Certificate in Education and Training purpose is a first stage teaching qualification which has a teaching/training practice requirement. It is an ‘in service’ qualification designed for those working, or wishing to work, as teachers/trainers in England. The qualification allows candidates to progress into employment as teachers/trainers. This qualification is also suitable for those delivering education and training in any learning environment. It can meet the needs of

learners who are trainee teachers, such as:

individuals who are not currently teaching and training but who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification;

individuals who are currently teaching and training (including those who have just begun teaching and training) who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification;

individuals who are currently working as assessors who wish to achieve a teaching

qualification.

Some units from the Learning and Development suite of qualifications may be achieved within this

qualification. These units require practice to be assessed.

The regulatory purpose of the qualification is to 'prepare for employment in a specific occupational

area' (C2).



2. About this pack

This support pack has been developed to provide guidance for learners, assessors and Internal

Quality Assurers undertaking, delivering, or quality assuring this qualification.

The purpose of the support pack is to provide the majority of the key information that may be

needed to prepare for, and help support, the successful delivery of the qualification, in one place.

If this pack is updated, centres will be notified via the BIIAB monthly newsletter which goes to

approved centres.

3. BIIAB Customer Service

BIIAB is committed to giving the highest possible levels of customer service. The BIIAB’s Service Level

Agreement is available via www.biiab.org.

Our Customer Service team can be contacted between the hours of 0900 and 1700 Monday to

Friday by using the contact details below, or outside those hours, by leaving a message on our

voicemail service.

Customer Service Contact Details: 01276 684449

Email: [email protected]

Our Customer Service team will be happy to assist with any administration-related enquiries you

may have. For example:

registration and certification enquiries

re-certification issues

Centres available in the local area

appeals

whistleblowing.


mailto:[email protected]



4. What are Rules of Combination (ROC)?

Under the Regulatory Framework qualifications can be made up of a combination of mandatory

and/or optional units. The units and credits required to complete a qualification are set out by the

rules of combination (RoC). The RoC allows for flexibility and transferability.

The ROC will specify:

The total credit value of the qualification

The amount of credit that must be achieved within specific groupings of units (e.g.

Mandatory, Optional Unit, and Optional groups)

The minimum credit which must be achieved at the level or above the level of the qualification

The Total Qualification Time (TQT) The title, Unit Regulation Number and BIIAB Unit number for each unit, alongside its level,

credit, and Guided Learning Hours (GLH)

Any barred units (units that cannot be taken together as part of the qualification).

When choosing the appropriate route for a learner or group of learners, it is the responsibility of the centre to ensure the rules of combination are adhered to.



5. BIIAB Level 4 Certificate in Education and Training Rules of Combination (ROC) and structure

To achieve the BIIAB Level 4 Certificate in Education and Training learners must gain a total of 36 credits. This must consist of:

Minimum total credit: 36

Mandatory units minimum credit: 21

Optional unit group minimum credit: 15

A minimum of 21 credits must be achieved through the completion of units at Level 4 and above.

GLH: 140

TQT: 360

The qualification has been developed based upon industry feedback as to the fundamental knowledge and skills

required to work in the sector at the level.

Listed below are the qualification units.

Mandatory units Unit no URN Unit Title Credit Level GLH Assessment

method

ET1 H/505/0053 Understanding roles, responsibilities and

relationships in education and training

3 3 12

Assessment

Knowledge Module

ET6 A/505/1189 Planning to meet the needs of learners in

education and training

3 4 15 Assessment

Activity Module

ET7 M/505/0122 Delivering education and training 6 4 24 Assessment Activity

Module ET8 F/505/0125 Assessing learners in education and

training

6 4 24 Assessment Activity Module

ET9 L/505/0127 Using resources for education and

training

3 4 15 Assessment Activity Module



Optional Unit Group

Unit no URN

Unit Title

Credit Level GLH Assessment

method

ET10 M/503/5376 Action learning to support development of subject specific pedagogy

15 5 50 Portfolio

ET11 T/503/5380 Action research 15 5 50 Portfolio

A2 H/601/5314 Assess occupational competence in the work environment #

6 3 30 Portfolio

A3 F/601/5319 Assess vocational skills, knowledge and understanding #

6 3 30 Portfolio

ET12 F/505/0187 Assessment and support for the recognition of

prior learning through the accreditation of learning outcomes #

6 3 30 Portfolio

ET13 M/505/1089 Delivering employability skills # 6 4 20 Portfolio

ET14 A/502/9547 Develop and prepare resources for learning and development #

6 4 25 Portfolio

ET15 M/502/9545 Develop learning and development programmes # 6 4 30 Portfolio

ET16 H/505/1090 Developing, using and organising resources within a specialist area

15 5 50 Portfolio

ET17 Y/503/5310 Effective partnership working in the learning and teaching context

15 4 50 Portfolio

ET18 F/502/9551 Engage learners in the learning and development process #

6 3 30 Portfolio

ET19 Y/502/9555 Engage with employers to develop and support learning provision #

6 3 25 Portfolio

ET20 D/502/9556 Engage with employers to facil itate workforce development #

6 4 30 Portfolio

ET21 Y/503/5789 Equality and diversity 6 4 25 Portfolio

ET22 K/505/1091 Evaluating learning programmes 3 4 15 Portfolio

ET23 K/502/9544 Identify individual learning and development needs

#

3 3 24 Portfolio

ET24 H/502/9543 Identify the learning needs of organisations # 6 4 30 Portfolio

ET25 L/503/5384 Inclusive practice # 15 4 50 Portfolio

IQA2 A/601/5321 Internally assure the quality of assessment # 6 4 45 Portfolio

ET26 A/502/9550 Manage learning and development in groups # 6 4 30 Portfolio

Optional Group B Continued over the page



Optional Group B continued

Unit no URN

Unit Title

Credit Level GLH Assessment method

ET27 J/505/0188 Preparing for the coaching role # 3 4 15 Portfolio

ET28 L/505/0189 Preparing for the mentoring role # 3 4 15 Portfolio

ET29 T/505/1093 Preparing for the personal tutoring role 3 4 15 Portfolio

ET30 L/504/0231 Principles and practice of l ipreading teaching

12 4 48 Portfolio

ET31 R/504/0229 Specialist delivery techniques and activities

9 4 30 Portfolio

ET32 J/505/1096 Teaching in a specialist area 15 4 50 Portfolio

ET33 Y/505/1099 Understanding and managing behaviours in a learning environment

6 4 20 Portfolio

ET34 L/505/1102 Understanding and managing behaviours in a learning environment

6 5 20 Portfolio

EQA1 F/601/5322 Understanding the principles and practices of externally assuring the quality of assessment #

6 4 45 Portfolio

IQA1 T/601/5320 Understanding the principles and practices of internally assuring the quality

of assessment #

6 4 45 Portfolio

ET35 D/505/1105 Working with the 14-19 age range in education and training

9 4 30 Portfolio

ET36 J/503/4850 Analysing English language for l iteracy and language teaching

3 3 15 Portfolio

ET37 R/503/4852 Reading skil ls for l iteracy and language teaching

3 3 15 Portfolio

ET38 D/503/4854 Speaking and listening skills for l iteracy and language teaching

3 3 15 Portfolio

ET39 K/503/4856 Writing skil ls for l iteracy and language teaching

3 3 15 Portfolio

ET40 T/503/4861 Using mathematics: academic subjects 6 3 30 Portfolio

ET41 A/503/4859 Using mathematics: personal and public l ife

6 3 30 Portfolio

ET42 F/503/4863 Using mathematics: professional and

vocational contexts

6 3 30 Portfolio

# Learning and Development unit *Assessment Guidance is available to support delivery and assessment of this unit.



6. Age Restriction This qualification is appropriate for use in the following age ranges:

19+.

7. Entry Requirements and Progression

Before a learner commences this qualification there is a requirement to carry out an initial

assessment of a trainee teacher’s personal skills in English, mathematics and ICT. Providers may

wish to base this initial assessment on the personal skills requirements for literacy, language,

numeracy and ICT identified in the document: Addressing Literacy, Language, Numeracy and ICT

needs in education and training: Defining the minimum core of teachers’ knowledge, understanding

and personal skills - A guide for initial teacher education programmes (LLUK, 2007; updated LSIS,

2013).

If trainees join the qualification programme having already completed a Level 3 Award in Education

and Training (offered by either the BIIAB or another recognised Awarding Organisation) , their record

of development needs and any previous actions taken to address them should inform opportunities

to continue to develop their skills as required by the appropriate minimum core elements.

Opportunities to develop these personal skills should be made available across the mandatory units

as a minimum. BIIAB supports opportunities to develop these skills throughout a teacher education

programme. Teacher education teams should ensure that the personal skills developed by trainees

are those most appropriate for their professional role as teachers.

Learners should record their development needs and, where applicable, agree an action plan to

address them. If trainee teachers join the qualification programme having already undertaken an

initial assessment of their English, mathematics and ICT skills, their record of development needs

and any previous actions taken to address them should be reviewed and updated as required.

There are no other nationally agreed entry requirements; however, learners must also be assessed

to ensure they have a reasonable chance of achievement and will be able to generate the required

evidence.

Individuals are not required to have achieved a BIIAB Level 3 Award in Education and Training before

undertaking a Level 4 Certificate in Education and Training. However, some individuals undertaking a

Level 4 Certificate in Education and Training may already have achieved a Level 3 Award in Education

and Training. Please note that there is no transfer of practice permitted, including observed and

assessed practice, from a previously achieved Level 3 Award in Education and Training.



The unit ET1 Understanding roles, responsibilities and relationships in education and training in this

qualification is also a mandatory unit in the Level 3 Award in Education and Training. Prior

achievement of this unit can be carried forward and used as credit towards obtaining this

qualification.

The qualification is designed to equip learners with the knowledge and skills to provide an

introduction to teaching. It also will allow for a number of progression routes into Level 5

qualifications, to employment or into other areas of learning.

Achievement of the qualification offers opportunities for progression, including:

Level 5 Diploma in Education and Training

Career progression.

Trainee teachers who have achieved the Level 4 Certificate in Education and Training and who

choose to progress to an AO-accredited Level 5 Diploma in Education and Training should have their

prior achievement recognised. Recognition of prior learning (RPL) will apply between the mandatory

credit from the Certificate and the unit Teaching, learning and assessment in education and training

for the Level 5 Diploma in Education and Training. Trainees should not be required to present

further evidence other than that required to demonstrate that their prior learning is at Level 4.

Trainee teachers who have achieved the BIIAB Level 4 Certificate in Education and Training can

transfer twenty hours of practice and two hours of observed and assessed practice towards the

practice requirements for the Level 5 Diploma in Education and Training.



8. Assessment

Overview of assessment strategy

Assessment process

Assessment is the process used to judge the competence, of a learner, against set standards.

The assessor is the person who is responsible for determining learners’ competence. The assessor may be a work place supervisor or an external person who is trained and qualified, or working

towards a qualification relevant to the assessor role.

Assessors base their judgement on performance and decide how it compares with the national standard. The assessor will also ask questions based on the knowledge required to do the work, to

ascertain the knowledge and understanding of the learner.

When the required units have been completed and the assessor is satisfied that the learner has met

the national standard, a recommendation for a certificate will be made.

An Internal Quality Assurer (IQA) is responsible for the quality assurance of the qualifications within the training organisation and will provide advice, guidance and support to the assessors. IQAs also ensure that the assessors apply the standards consistently and fairly. The IQA will review the

portfolio of evidence during the assessment process.

An External Quality Assurer (EQA), who is appointed by BIIAB, will verify the assessment and internal verification decisions involved in the development of the portfolio. The EQA will quality assure the qualification process, which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers.

Assessment Strategy

All assessment must adhere to the assessment strategy for this qualification.

The assessment strategy for this qualification can be seen in the section which follows and it provides details of the key requirements for the qualification and the assessors, verifiers delivering,

quality assuring and certificating the education and training qualification.

ET1 Understanding roles, responsibilities and relationships in education and training

The Level 3 unit Understanding roles, responsibilities and re lationships in education and training in

this qualification is also a mandatory unit in the Level 3 Award in Education and Training. It is

recommended that this unit be delivered before other units in both the Award and Certificate

qualifications in order to support progression. For those achieving this unit as part of the Award,

credit transfer will apply when undertaking the Certificate qualification.



Practice component

The practice component itself is a vital component of high-quality initial training.

There is a requirement for a minimum of 30 hours of practice for this qualification. There is no

requirement to evidence working with groups of learners to achieve this qualification unless units

are undertaken which specify that purpose. However, where trainee teachers are working solely

with individuals, a programme may also include support and preparation for working with groups.

An effective teaching practice experience should ideally include:

different teaching practice locations/settings/contexts;

teaching across more than one level;

teaching a variety of learners;

teaching individuals and groups;

experience of non-teaching roles; and

gaining subject-specialist knowledge through workplace mentoring.

Providers should endeavour to ensure that trainee teachers have access to as many of these

elements as possible during their teaching practice.

Where there is a practice requirement stated for a unit, the learning outcomes must be assessed in a

teaching and learning environment and simulation is not permitted

Observed and assessed practice requirements

There must be a minimum of three observations totalling a minimum of three hours. This excludes

any observed practice completed as part of the Level 3 Award in Education and Training. Any single

observation must be a minimum of half an hour.

Observations should be appropriately spaced throughout the whole programme and take into

account a trainee teacher’s progress. It is recommended that providers refer to the Handbook for

the Inspection of Further Education and Skills (Ofsted, 2012) Part 2, Section B: Quality of Teaching,

Learning and Assessment to inform the development of their guidance.

For the Education and Training units, practice must be in a teaching and learning environment.

There is a requirement for a minimum of three observations of practice. The three observations

must be linked to the following mandatory units:

ET7 Delivering education and training

ET8 Assessing learners in education and training

ET9 Using resources for education and training.

It is recommended and encouraged that a holistic approach should be taken to observed and assessed practice, so that each observation and assessment of practice enables trainee teachers to provide evidence for all of the three units identified above.



To be eligible for the award of credit for any one of the above three units, a trainee teacher must be

able to provide evidence of a minimum of one assessed observation of practice that meets the

required standard of practice. To be eligible for the award of credit for all three units, a trainee

teacher must be able to provide evidence of a minimum of three assessed observations of practice

that meet the required standard of practice.

There are additional practice, including observed and assessed practice, requirements for some

optional units that belong to the Education and Training suite. These requirements are in addition to

the observed and assessed practice requirements identified above for the mandatory units and

where this is the case, this is summarised in the unit.

Assessment of Learning and Development units

For some optional units taken from the Learning and Development qualifications, practice must be

in a real work environment and in the appropriate context with groups of learners or with individual

learners. The number of hours of practice required and the number of hours to be observed and

assessed are not specified for the Learning and Development units. These requirements are in

addition to the observed and assessed practice requirements for the mandatory units identified

above and are summarised in the separate Learning and Development qualification guidance

documents.

Assessment support and recording

The qualification contains competence units. These units are respectively assessed by both Portfolio

and by Assessment Knowledge Module (AKM) and Assessment Activity Module (AAMs) externally

set by the BIIAB. The AKMs and AAMs are internally marked assessments, containing a series of

assessment activities, marked and internally verified by the centre and with external verification by

the BIIAB External Quality Assurer (EQA). Competence units are assessed using a portfolio following

NVQ principles.

Centres should use the AKM available from BIIAB because it assists both the trainee teachers and

their assessors and will aid in standardisation. If centres which to use alternative approaches then

please contact your EQA.

Centres are recommended to make use of the AAMs available from BIIAB because they are of

assistance to both the trainee teachers and their assessors and will aid in standardisation.

Assessment methods are given in those modules but except where explicitly stated they are for

guidance only. This is because best practice dictates that during the assessment planning process,

both trainee teacher and tutor/assessor negotiate the assessment methods which will meet the

needs and working environment of the trainee teacher.



The Certificate in Education and Training Sample Observation Record provided by the BIIAB is an

observation record for teaching and learning activity, and assessment activity; this currently meets

Ofsted requirements. It is designed to be used either electronically or back-to-back if paper-based.

However, it is not an exemplar which must be used but simply given as an example of what might be

used. Centre staff are free to manipulate the document for use in a way which meets the centre

policies and procedures. This is available at the end of this handbook and also on centrezone.bii.org.

Assessments provided by BIIAB will ensure that effective learning has taken place and that learners

have the opportunity to:

Meet the assessment criteria

Achieve the learning outcomes.

Requirements of learners Please see the entry requirements for more details of requirements for all learners that are not detailed in the units. The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding

and personal skills in English, mathematics and ICT expected of all teachers in the sector. The

minimum core document comprises three sections:

Language and literacy

Numeracy

Information and communication technology (ICT).

Each of these sections comprises two parts:

Part A knowledge and understanding

Part B personal skills.

Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT

are included in the teaching qualifications. Details can be found in the document, Addressing

Literacy, Language, Numeracy and ICT needs in education and training: Defining the minimum core

of teachers’ knowledge, understanding and personal skills - A guide for initial teacher education

programmes (LLUK, 2007; updated LSIS, 2013).

http://centrezone.bii.org/home



Requirements for those delivering units and / or observing, assessors, external and internal quality

assurers

Candidates may be assessed, moderated or verified at work either by one or several appointed

individuals.

Assessors - The primary responsibility of an assessor is to assess candidates’ performance in a range of tasks and to ensure the evidence submitted by the candidate meets the requirements of the assessment criteria. It is important that an assessor can recognise occupational competence as specified by the national standard. Assessors therefore need to have a thorough understanding of assessment and quality assurance practices, as well as have in-depth technical understanding related to the qualifications for which they are assessing candidates. To be able to assess candidates,

assessors must:

hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to assess candidates undertaking competence-based units and qualifications. Assessors holding older qualifications must be able to demonstrate that they

are assessing to the current standards;

OR

be working toward an appropriate qualification, as specified by the appropriate regulatory authority. Any assessors working towards an appropriate qualification must ensure their decisions are countersigned by a suitably-qualified assessor/verifier and should be supported by a qualified assessor throughout their training period.

be ‘occupationally competent’. Assessors must provide current evidence of competence, knowledge and understanding in the areas to be assessed. This will normally be achieved through demonstrating competence in the roles which are to be assessed, or demonstrated by relevant experience and continuing professional development (CPD) which may include the achievement of qualifications relevant to the areas being assessed.

have a full and current understanding of the units of competence and requirements of the qualifications being assessed, including the quality of assessment and the assessment process. It is the responsibility of approved centres to select and appoint assessors.

All those delivering units and/or observing and assessing practice for the BIIAB Level 4 Certificate in Education and Training should have all of the following:

o a teaching or training qualification (This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards. However, the BIIAB may decide to accept individuals who do not meet this criterion if they have evidence of substantial and successful teaching experience in education and training);

o evidence of relevant teaching experience in an education or training context; o access to appropriate guidance and support; and

o on-going participation in related programme quality assurance processes.



Requirement of Assessors of Learning and Development units - There are additional requirements for those who assess the Learning and Development units. Information about the assessment and quality assurance strategy for the Learning and Development units is provided below: All those who assess these qualifications / units must:

already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors);

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment; or o Level 3 Certificate in Assessing Vocational Achievement; or o The A1 qualification Assess candidate performance using a range of methods (please

note this is not the unit contained within this qualification); or o D32 Assess candidate performance and D33 Assess candidate using differing sources

of evidence; and

show current evidence of continuing professional development in assessment and quality assurance.

Internal Quality Assurer (IQA) - A primary responsibility of IQAs is to assure the quality and consistency of assessments by the assessors for whom they are responsible. IQAs therefore need to have a thorough understanding of quality assurance and assessment practices, as well as sufficient technical understanding related to the qualifications that they are internally verifying. It will be the responsibility of the approved centre to select and appoint IQAs. IQAs must:

hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to internally verify competence-based assessments and candidates. IQAs holding older qualifications must be able to demonstrate that they are

verifying to the current standards

OR

be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If an IQA is working towards an appropriate qualification, his/her decisions must be countersigned by a suitably qualified IQA and should be supported by a qualified IQA throughout the training period.

be ‘occupationally competent’. IQAs must demonstrate sufficient and current understanding of the qualifications to be internally verified, and know how they are applied in business.

demonstrate competent practice in internal verification of assessment, and demonstrate understanding of the principles and practices of internal verification of assessment, including

the quality of assessment and the assessment process.



Requirement of Internal Quality Assurers of Learning and Development units ET3, ET4 and A1 All those who are involved with the quality assurance of these qualifications/units internally must:

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following assessor qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment; or o Level 3 Certificate in Assessing Vocational Achievement; or o A1 Assess candidate performance using a range of methods (please note this is not

the unit contained within this qualification); or o D32 Assess candidate performance and D33 Assess candidate using differing sources

of evidence;

hold one of the following internal quality assurance qualifications or their recognised equivalent:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice; or

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice; or

o V1 Conduct internal quality assurance of the assessment process; or o D34 Internally verify the assessment process; and

show current evidence of continuing professional development in assessment and quality assurance.

External Quality Assurer (EQA) - The primary responsibility of EQAs is to assure quality of internal verification and assessments across the centres for which they are responsible. EQAs must have a thorough understanding of quality assurance and assessment practices, as well as in-depth technical

knowledge related to the qualifications that they are externally verifying.

EQAs must:

hold an appropriate qualification as specified by the appropriate regulatory authority, confirming their competence to verify competence-based assessments. EQAs holding older

qualifications must be able to demonstrate that they are verifying to the current standards;

OR

be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If EQAs are working towards an appropriate qualification, their decisions must be countersigned by a suitably qualified EQA and should be supported by a qualified EQA throughout their training period.

be ‘occupationally competent’. EQAs must demonstrate sufficient and current understanding of the qualifications to be verified, and know how they are applied in business.



demonstrate competent practice in external verification of assessment, and demonstrate understanding of the principles and practices of external verification of assessment, including the quality of assessment and the assessment process. It is the responsibility of the

awarding organisation to select and appoint EQAs.

Evidence from Workplace Performance

Evidence of occupational competence of all competence units at any level, should be generated and collected through performance under workplace conditions. This includes the knowledge-based learning outcomes and assessment criteria of the competence units.

These conditions would be those typical to the candidate's normal place of work. The evidence collected under these conditions should also be as naturally occurring as possible. It is accepted that not all employees have identical workplace conditions and there fore there cannot be assessment conditions that are identical for all candidates. However, assessors must ensure that, as far as possible, the conditions for assessment should be those under

which the candidate usually works.

Assessment of the Knowledge Units When assessing the knowledge and understanding based unit, it is important that the chosen

assessment methodology is appropriate to this and is accurately recorded.

These must be planned, assessed and verified by centres, using approved and robust systems and

procedures.

Assessors and IQAs must ensure that they are able to demonstrate their own CPD and competence across the units being delivered and assessed, because of the nature of the theoretical content that

has to be covered.

Particular attention must be paid to units which permit learners to use their places of study or research of organisations in order to achieve the unit, and those which can only be achieved if the learner is in current employment, or there is recognition of prior learning from extensive experience

in that particular occupational sector.

Appeals

If learners are dissatisfied with an assessment outcome, they have the right to appeal. The main

reasons for an appeal are likely to be:

Learners do not understand why they are not yet regarded as competent, because of unsatisfactory feedback from the assessor

Learners believe they are competent and that the assessor has misjudged them, or has failed

to utilise some vital evidence.

BIIAB expects most appeals from candidates to be resolved within the centre. BIIAB will only consider a candidate’s appeal after the centre’s internal appeals procedure has been fully

exhausted.

For full details of the BIIABs appeals procedure please refer to www.biiab.org.




9. Initial Assessment and Induction

Prior to the start of any programme it is recommended that centres should make an initial assessment of each learner. This is to ensure that the learners are entered for an appropriate type and level of qualification. The initial assessment should identify the specific training needs that the learners have, and the support and guidance that they may require when working towards their qualification. The centre must also identify any units the learners have already completed, or credits they have accumulated, relevant to the qualification. BIIAB suggests that centres provide an induction programme to ensure the learners fully understand the requirements of the qualification they will work towards, their responsibilities as a learner, and the responsibilities of the centre.

10. Delivery

Centres must refer to the units that form the qualification and the standard that must be achieved in

order to be awarded each unit. This is covered within the learning outcomes and assessment criteria

that form part of the delivery.

11. Resources

BIIAB provides the following additional resources for this qualification:

Evidence matrixes, including a Summative Reflective account template

Assessment Knowledge Modules (AKMs) and Assessment Activity Modules (AAMs)

Assessment Guidance for each of the AKMs and AAMs

Access to the units.

All of these resources are available for download via The Hub on centrezone.bii.org.

The Hub is a secure area within CentreZone which centres approved for the qualification can access.

The Hub contains documents relevant to the qualification. Centres will find The Hub on the list of

tabs in CentreZone.

http://centrezone.bii.org/



Evidence matrices

BIIAB provides a matrix that supports each unit. These are also identified within each of the unit

information sections identified below.

It is not essential that these resources are used to support the delivery of the content of the

qualification; however they have been mapped against the learning outcomes and assessment

criteria. It is not necessary to complete this where an AKM or AAM is available for the unit; however,

a matrix document is available for this unit should centres wish to use it.

The evidence matrix is designed to help the learner and assessor with evidence collection. It is a

mapping activity to ensure that all the ‘Assessment Criteria’ contained in the learning outcomes are

covered, and is intended to help to keep the volume of evidence to a minimum. One matrix (or

appropriate equivalent recording device) must be completed for each unit.

It is expected that a selection of various types of evidence is used as appropriate; columns in the

matrix enable the assessor to enter the evidence type, e.g. Report, Log, Written Statement, and also

the assessment method, e.g. Obs (= Observation), as shown in the assessment method key. By

inserting portfolio reference numbers in the box provided, it will enable the assessor, IQA and EQA

quickly to locate the evidence which is being submitted to demonstrate competence.

Examples of types of evidence learners could provide to prove competence:

Record of observation of performance in the workplace

Professional discussion

Reflective account

Product evidence (eg implementation plans, correspondence, work records)

Testimony from senior colleagues/clients

Personal report of actions and circumstances

Recognition of Prior Achievement (RPA)

Records of questioning

Other.

Examples of types of evidence learners could provide to prove competence:

Record of observation of performance in the workplace

Professional discussion

Reflective account

Product evidence (eg implementation plans, correspondence, work records)

Testimony from senior colleagues/clients

Personal report of actions and circumstances



Recognition of Prior Achievement (RPA)

Records of questioning

Other.

Assessment Knowledge Modules (AKMs)

These provide a series of BIIAB set questions within the context of knowledge modules that can be

used to assess the learners’ competence. These modules should be released to the learner for the

assessment when they are determined to be ready to be able to successfully achieve it. The

assessment does not have to be undertaken within secure conditions, but must be collected and

held securely afterwards. Learners must be taught to the Learning Outcomes and Assessment

Criteria within the unit not the assessment. Access to the AKM is available upon approval for the

qualification.

These are internally marked and verified but must be available to the EQA for external verification

purposes.

Assessment Activity Modules (AAMs)

These provide a series of BIIAB set activities within the context of modules that can be used to assess

the learners’ competence. These modules should be released to the learner for the assessment

when they are determined to be ready to be able to successfully achieve it. The assessment does

not have to be undertaken within secure conditions, but must be collected and held securely

afterwards. Learners must be taught to the Learning Outcomes and Assessment Criteria within the

unit not the assessment. Access to the AAM is available upon approval for the qualification.

These are internally marked and verified but must be available to the EQA for external verification

purposes.

Assessor Guidance

These provide guidance for Assessors assessing specific units. A password will be provided to allow

access this document upon approval for the qualification.

Access to the units

Units form the qualification and the standard that must be achieved in order to be awarded each

unit. This is covered within the learning outcomes, assessment criteria and the indicative content

that form part of the delivery. BIIAB includes all units within this pack.



Summative Reflective Account

In order to claim the unit(s) for the qualification, the learner will need to complete a summative

reflective account, to reflect on their qualification, what they have learnt and how they have been

able to apply this within their work role.

12. Design and delivery

Each unit within this qualification has been allocated a number of guided learning hours (GLH). GLH

are defined as the times when a tutor, trainer, mentor or line manager is giving specific advice

relating to a learning outcome of the unit. This can include activities such as training sessions,

tutorials, supervised study or ‘on-the-job’ learning. It could also include time spent by managers or

mentors assessing learner’s achievements. When planning how to deliver the qualification it is

important to refer to this definition.

BIIAB will not prescribe how the qualification is delivered, but centres must ensure the delivery

chosen meets their learners’ needs.



13. Format of Units

All units within this qualification will be presented in a standard format that is consistent with the

format for all units of assessment. The format will give tutors and learners guidance as to the

requirements of the unit for successful completion. Each unit within this specification will be in the

format below:

Unit Title

This will be shown as it appears on the Register of Regulated Qualifications

(http://register.ofqual.gov.uk).

Unit Number / Unique Reference Number (URN)

The Unique Reference Number is the unique code that the unit is given by the Regulator. This unit

will be referenced on the final qualification certificate. The same unique code for the unit applies in

whichever qualification the unit is included within. BIIAB also assign their own unique unit numbers

which will in most instances be the same number when the unit is used in multiple BIIAB

qualifications.

Level

This identifies the level of demand for the unit, but may be a different level to that of the overall

qualification. The level of the units will be set according to either National Occupational Standards or

the level descriptors.

Credit

When a whole unit is completed the learner will achieve credits specified by the number of hours

learning time it will take an average learner to complete the unit including the assessment.

Guided Learning Hours (GLH)

The time required by the unit for specific guidance to be provided by a tutor, mentor or expert in the

subject area, for example in a training session or a one-to-one.

Learning Outcomes and Assessment Criteria

Learning Outcomes are what is expected that the learner will know, understand or be able to do

upon successful completion of the unit.

Assessment Criteria are descriptions of the requirements that a learner is expected to meet in order

to demonstrate that a learning outcome has been achieved.

http://register.ofqual.gov.uk/



14. Initial registration

Registration and certification

Learners should be registered and certificated via BIIABs On-line Registration and Certification

Service (ORCS) www.orcs.biiab.org. Please refer to BIIAB’s Centre Guidance for using ORCS.

Equal Opportunities and Diversity Policy

BIIAB has in place an equal opportunities policy, a copy can be found at

http://centrezone.bii.org/thehub/apprenticeships/qadocuments.

BIIAB is committed to ensure that:

Approved centres operate an equal opportunities policy

Approved centres communicate the policy to staff and learners Approved centres have an effective complaints and appeals procedure of which both staff

and learners are made aware

Approved centres are aware of their responsibilities in providing equality of opportunity, particularly with regard to provision for learners with particular assessment requirements.

Reasonable Adjustment Policy

Learners who require reasonable adjustments for their assessments must inform their assessor at the beginning of their course of their requirements. BIIAB has a reasonable adjustment policy in place, a copy of which is provided to all BIIAB approved centres and can be found at http://centrezone.bii.org/thehub/apprenticeships/qadocuments.

http://www.orcs.biiab.org/

http://centrezone.bii.org/thehub/apprenticeships/qadocuments

http://centrezone.bii.org/thehub/apprenticeships/qadocuments



15. Mandatory Units

The following units are mandatory units for this qualification.

Version 1 April 2015 © BIIAB

Unit Title Understanding roles, responsibilities and relationships in


BIIAB Reference ET1

Level 3

Credit Value 3

GLH 12

Unit Reference No. H/505/0053

Learning Outcome - The learner will: Assessment Criterion - The learner can:

1 Understand the teaching role and

responsibilities in education and

training

1.1

1.2

1.3

1.4

Explain the teaching role and responsibilities in education

and training

Summarise key aspects of legislation, regulatory

requirements and codes of practice relating to own role

and responsibilities

Explain ways to promote equality and value diversity

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

2.2

Explain ways to maintain a safe and supportive learning

environment

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

3.2

3.3

Explain how the teaching role involves working with other

professionals

Explain the boundaries between the teaching role and

other professional roles

Describe points of referral to meet the individual needs of

learners

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

understand the role and responsibilities of a teacher in

education and training and the relationship between

different professionals in education and training.


Unit Title Planning to meet the needs of learners in education and

training

BIIAB Reference ET6

Level 4

Credit Value 3

GLH 15

Unit Reference No. A/505/1189


1 Be able to use initial and diagnostic

assessment to agree individual

learning goals with learners

1.1

1.2

1.3

Analyse the role and use of initial and diagnostic

assessment in agreeing individual learning goals

Use methods of initial and diagnostic assessment to

negotiate and agree individual learning goals with

learners

Record learners’ individual learning goals

2 Be able to plan inclusive teaching

and learning in accordance with

internal and external requirements

2.1

2.2

2.3

2.4

2.5

Devise a scheme of work in accordance with internal and

external requirements

Design teaching and learning plans which meet the aims

and individual needs of all learners and curriculum

requirements

Explain how own planning meets the individual needs of

learners

Explain ways in which teaching and learning plans can be

adapted to meet the individual needs of learners

Identify opportunities for learners to provide feedback to

inform inclusive practice

3 Be able to implement the minimum

core in planning inclusive teaching

and learning

3.1

3.2

Analyse ways in which minimum core elements can be

demonstrated in planning inclusive teaching and learning

Apply minimum core elements in planning inclusive

teaching and learning

4 Be able to evaluate own practice

when planning inclusive teaching

and learning

4.1

4.2

Review the effectiveness of own practice when planning

to meet the individual needs of learners, taking account

of the views of learners and others

Identify areas for improvement in own planning to meet

the individual needs of learners

Purpose and aim(s) of the unit The purpose of the unit is to enable the learner to agree

individual learning goals with their learners, to plan

inclusive teaching and learning approaches in accordance

with internal processes and external requirements, and to

evaluate their own practice in planning teaching and

learning. It covers expectations in relation to the

minimum core in planning inclusive teaching and learning.


Unit Title Delivering education and training

BIIAB Reference ET7

Level 4

Credit Value 6

GLH 24

Unit Reference No. M/502/0122


1 Be able to use inclusive teaching

and learning approaches in

accordance with internal and


1.1

1.2

1.3

Analyse the effectiveness of teaching and learning

approaches used in own area of specialism in relation to

meeting the individual needs of learners

Create an inclusive teaching and learning environment

Demonstrate an inclusive approach to teaching and

learning in accordance with internal and external

requirements

2 Be able to communicate with

learners and other learning

professionals to promote learning

and progression

2.1

2.2

2.3

Analyse benefits and limitations of communication

methods and media used in own area of specialism

Use communication methods and media to meet

individual learner needs

Communicate with other learning professionals to meet

individual learner needs and encourage progression

3 Be able to use technologies in

delivering inclusive teaching and

learning

3.1

3.2

Analyse benefits and limitations of technologies used in

own area of specialism

Use technologies to enhance teaching and meet individual

learner needs


core when delivering inclusive


4.1

4.2


demonstrated when delivering inclusive teaching and

learning

Apply minimum core elements in delivering inclusive


5 Be able to evaluate own practice in

delivering inclusive teaching and

learning

5.1

5.2

Review the effectiveness of own practice in meeting the

needs of individual learners, taking account of the views

of learners and others

Identify areas for improvement in own practice in

meeting the individual needs of learners

Purpose and aim(s) of the unit The purpose of the unit is to enable the learner to use inclusive

teaching and learning approaches in accordance with internal

processes and external requirements, to communicate with

learners and to evaluate own delivery practice. It provides the

learner with understanding of how technology can enhance

teaching and learning and covers expectations in relation to the

minimum core in delivering inclusive teaching and learning.

Additional assessment requirements

specified by a sector or regulatory

body (if appropriate)

The learning outcomes must be assessed in a teaching and

learning environment. Simulation is not permitted.

There is a requirement to observe and assess practice in this

unit. To be eligible for the award of credit for this unit, a trainee

teacher must be able to provide evidence of a minimum of one

assessed observation of practice that has met the required

standard of practice.


Unit Title Assessing learners in education and training

BIIAB Reference ET8

Level 4

Credit Value 6

GLH 24

Unit Reference No. F/505/0125


1 Be able to use types and methods

of assessment to meet the needs of

individual learners

1.1

1.2

1.3

1.4

1.5

Explain the purposes of types of assessment used in


Analyse the effectiveness of assessment methods in

relation to meeting the individual needs of learners

Use types and methods of assessment to meet the

individual needs of learners

Use peer- and self-assessment to promote learners’

involvement and personal responsibility in the

assessment for, and of, their learning

Use questioning and feedback to contribute to the

assessment process

2 Be able to carry out assessments in

accordance with internal and


2.1

2.2

2.3

2.4

2.5

Identify the internal and external assessment

requirements and related procedures of learning

programmes

Use assessment types and methods to enable learners to

produce assessment evidence that is valid, reliable,

sufficient, authentic and current

Conduct assessments in line with internal and external

requirements

Record the outcomes of assessments to meet internal and


Communicate assessment information to other

professionals with an interest in learner achievement


core when assessing learners

3.1

3.2


demonstrated in assessing learners

Apply minimum core elements in assessing learners

4 Be able to evaluate own

assessment practice

4.1

4.2

Review the effectiveness of own assessment practice,

taking account of the views of learners and others

Identify areas for improvement in own assessment

practice


Purpose and aim(s) of the unit The purpose of the unit is to enable the learner to use

types and methods of assessment, to conduct and record

assessment in accordance with internal and external

processes and requirements and to evaluate their own

assessment practice. It covers expectations in relation to

the minimum core in assessing learners in lifelong

learning.




The learning outcomes must be assessed in a teaching

and learning environment. Simulation is not permitted.

There is a requirement to observe and assess practice in

this unit. To be eligible for the award of credit for this

unit, a trainee teacher must be able to provide evidence

of a minimum of one assessed observation of practice

that has met the required standard of practice.


Unit Title Using resources for education and training

BIIAB Reference ET9

Level 4

Credit Value 3

GLH 15

Unit Reference No. L/505/0127


1 Be able to use resources in the

delivery of inclusive teaching and

learning

1.1

1.2

1.3

Analyse the effectiveness of resources used in own area

of specialism in relation to meeting the individual needs

of learners

Use resources to promote equality, value diversity and

meet the individual needs of learners

Adapt resources to meet the individual needs of learners


core when using resources in the

delivery of inclusive teaching and

learning

2.1

2.2


demonstrated when using resources for inclusive teaching

and learning

Apply minimum core elements when using resources for

inclusive teaching and learning

3 Be able to evaluate own use of

resources in the delivery of

inclusive teaching and learning

3.1

3.2

Review the effectiveness of own practice in using

resources to meet the individual needs of learners, taking

account of the views of learners and others

Identify areas for improvement in own use of resources to

meet the individual needs of learners

Purpose and aim(s) of the unit The purpose of the unit is to enable the learner to use

resources in the delivery of inclusive teaching and

learning and to be able to evaluate that use. It covers

expectations in relation to the minimum core in relation

to using resources for inclusive teaching and learning.




The learning outcomes must be assessed in a teaching

and learning environment. Simulation is not permitted.

There is a requirement to observe and assess practice in

this unit. To be eligible for the award of credit for this

unit, a trainee teacher must be able to provide evidence

of a minimum of one assessed observation of practice

that has met the required standard of practice.



16. Optional Units

The following units are optional units for this qualification.


Unit Title Action learning to support development of subject specific

pedagogy

BIIAB Reference ET10

Level 5

Credit Value 15

GLH 50



1 Understand how to identify an area

of interest related to practice in

own subject specific area

1.1

1.2

Justify own selection of an area of interest for

investigation

Evaluate ways in which enhanced knowledge from

investigation of an area of interest could improve subject

specific pedagogy

2 Be able to investigate current good

practice in own subject specific

area

2.1

2.2

2.3

Justify own selection of sources for investigation

Critically review current literature relating to practice in

own subject specific area

Evaluate the practice of other subject specialists in own

subject specific area

3 Be able to work with others to

improve own skills in reflective

practice

3.1

3.2

Engage in professional debate within an action learning

set

Engage in reflection on practice with peers


a subject specific area

4.1

4.2

Identify own strengths and areas for improvement in

relation to a selected area of interest

Evaluate the potential impact on own practice of new

learning from investigation of an area of interest

5 Be able to apply learning from

investigation of an area of interest

to own practice in a subject specific

area

5.1

5.2

Justify selected areas for development based on findings

from investigation of an area of interest

Evaluate the benefits of changes made to own practice

6 Be able to present findings from

investigation of an area of interest

in own subject specific area

6.1

6.2

6.3

Report own findings from investigation of an area of

practice

Justify own conclusions drawn from investigation of an

area of practice

Justify own recommendations for improving practice

within subject specific pedagogy

Summary of Practice Requirements There is:

• no practice requirement

• no observation and assessment of practice

requirement.


Unit Title Action research


Level 5

Credit Value 15

GLH 50

Unit Reference No. T/503/5380


1 Understand the purpose and

nature of action research

1.1

1.2

1.3

Explain the purpose of action research

Analyse key features of the action research process

Analyse the implications of a model of action research

2 Be able to initiate action research 2.1

2.2

2.3

2.4

2.5

Justify own choice of an area of practice for action

research

Plan a clear intervention strategy

Justify the choice and timescales of an intervention

strategy

Explain how ethical and political considerations and issues

of confidentiality will be observed in practice

Implement a clear intervention strategy

3 Understand ways of carrying out

action research

3.1

3.2

3.3

Evaluate methods for action research

Evaluate methods of collecting qualitative and

quantitative data

Review ways in which collected data may be analysed

4 Be able to carry out action research 4.1

4.2

4.3

4.4

4.5

4.6

Draw on selected literature relating to an area of practice

for action research

Justify own choice of methods selected for action

research

Collect data relating to an area of practice for action

research

Analyse data collected from action research

Present data collected from action research

Draw conclusions based on findings from action research

5 Be able to present the outcomes of

action research

5.1

5.2

Report own findings and conclusions from action research

Justify own recommendations for action to be taken

based on conclusions from action research


relation to action research

6.1

6.2

6.3

Analyse the effectiveness of own practice in relation to

action research


relation to action research

Plan opportunities to improve own skills in action

research




requirement.

Version 1 © BIIAB April 2015 www.biiab.org

Unit Title Assess occupational competence in the work environment

BIIAB Reference A2

Level 3

Credit Value 6

GLH 30



1 Be able to plan the assessment of

occupational competence

1.1

1.2

1.3

1.4

Plan assessment of occupational competence based on the

following methods:

• observation of performance in the work environment

• examining products of work

• questioning the learner

• discussing with the learner

• use of others (witness testimony)

• looking at learner statements

• recognising prior learning

Communicate the purpose, requirements and processes of

assessing occupational competence to the learner

Plan the assessment of occupational competence to address

learner needs and current achievements

Identify opportunities for holistic assessment

2 Be able to make assessment decisions

about occupational competence

2.1

2.2

2.3

2.4

Use valid, fair and reliable assessment methods including:

• observation of performance

• examining products of work

• questioning the learner

• discussing with the learner

• use of others (witness testimony)

• looking at learner statements


Make assessment decisions of occupational competence against

specified criteria

Follow standardisation procedures

Provide feedback to learners that affirms achievement and

identifies any further implications for learning, assessment and

progression

3 Be able to provide required

information following the assessment

of occupational competence

3.1

3.2

3.3

Maintain records of the assessment of occupational

competence, its outcomes and learner progress

Make assessment information available to authorised colleagues

Follow procedures to maintain the confidentiality of assessment

information

4 Be able to maintain legal and good

practice requirements when assessing

occupational competence

4.1

4.2

4.3

4.4

Follow relevant policies, procedures and legislation for the

assessment of occupational competence, including those for

health, safety and welfare

Apply requirements for equality and diversity and, where

appropriate, bilingualism, when assessing occupational

competence

Evaluate own work in carrying out assessments of occupational

competence

Maintain the currency of own expertise and competence as

relevant to own role in assessing occupational competence

Version 1 © BIIAB December 2014April 2015 www.biiab.org

Unit Title Assess vocational skills, knowledge and understanding

BIIAB Reference A3

Level 3

Credit Value 6

GLH 30



1 Be able to prepare assessments of

vocational skills, knowledge and

understanding

1.1

1.2

1.3

Select methods to assess vocational skills, knowledge and

understanding which address learner needs and meet

assessment requirements, including:

• assessments of the learner in simulated environments

• skills tests

• oral and written questions

• assignments

• projects

• case studies


Prepare resources and conditions for the assessment of

vocational skills, knowledge and understanding

Communicate the purpose, requirements and processes of

assessment of vocational skills, knowledge and understanding to

learners

2 Be able to carry out assessments of


understanding

2.1

2.2

2.3

2.4

2.5

2.6

Manage assessments of vocational skills, knowledge and

understanding to meet assessment requirements

Provide support to learners within agreed limitations

Analyse evidence of learner achievement

Make assessment decisions relating to vocational skills,

knowledge and understanding against specified criteria

Follow standardisation procedures

Provide feedback to the learner that affirms achievement and

identifies any further implications for learning, assessment and

progression

3 Be able to provide required

information following the assessment

of vocational skills, knowledge and

understanding

3.1

3.2

3.3

Maintain records of the assessment of vocational skills,

knowledge and understanding, its outcomes and learner

progress

Make assessment information available to authorised colleagues

as required

Follow procedures to maintain the confidentiality of assessment

information


practice requirements when assessing


understanding

4.1

4.2

4.3

4.4

Follow relevant policies, procedures and legislation relating to

the assessment of vocational skills, knowledge and

understanding, including those for health, safety and welfare


appropriate, bilingualism

Evaluate own work in carrying out assessments of vocational

skills, knowledge and understanding

Take part in continuing professional development to ensure

current expertise and competence in assessing vocational skills,

knowledge and understanding


Unit Title Assessment and support for the recognition of prior learning

through the accreditation of learning outcomes


Level 3

Credit Value 6

GLH 30



1 Be able to promote understanding

of recognition and accreditation of

prior learning with external

stakeholders

1.1

1.2

1.3

Describe models of recognition to learners, assessors and

other relevant stakeholders

Describe how external stakeholders can support the

professional skills and competencies of those involved in

providing guidance on recognition and accreditation of

prior learning

Explain the relevant processes, procedures and criteria

that ensure recognition of prior learning is accepted as

equivalent to other forms of assessment by relevant

external stakeholders

2 Understand how to provide

guidance for learners

2.1

2.2

Describe procedures for providing professional guidance

for learners, assessors and other relevant stakeholders

Explain the importance of guidance that ensures learners

have ownership of the process of recognition and, where

appropriate, accreditation, as an entitlement or right

3 Be able to support learners to

recognise prior learning and

achievement

3.1

3.2

3.3

Provide guidance for learners in choosing target

qualifications that include their prior learning

Describe evidence required to meet the relevant learning

outcomes, assessment criteria and verification

requirements for the learners’ target unit(s)

Support learners with different needs to collect, organise

and present theoretical and performance evidence to

meet the requirements of the target unit(s)

4 Be able to assess evidence

presented by learners

4.1

4.2

4.3

4.4

Explain how a consistent approach is achieved by the

assessment team within the processes of quality

assurance

Judge the reliability, validity, authenticity, currency,

relevance and sufficiency of a range of evidence

presented by a learner to meet the learning outcomes of

the target unit(s)

Provide clear and constructive feedback to learners who

have not satisfied the learning outcomes of the target

unit(s), identifying the additional evidence required

Maintain records for assessment and verification

purposes

5 Be able to evaluate and improve

practice

5.1

5.2

Evaluate own, learner and the assessment team

experiences of applying the recognition process

Identify improvements to practice



• A practice requirement

• An observation and assessment of practice

requirement

The number of practice hours required and the number of

hours to be observed and assessed are not specified for this

unit.


Unit Title Delivering employability skills


Level 4

Credit Value 6

GLH 20



1 Understand the differences

between employability skills and

employment skills

1.1

1.2

Explain differences between employability skills and

employment skills

Explain the benefits to learners of having employability

skills

2 Understand the influence of

personal qualities and skills on the

delivery of employability skills

2.1

2.2

Analyse personal qualities and skills required for the


Analyse the influence of personal presentation on the

success of the delivery of employability skills

3 Be able to use techniques,

strategies and practices that reflect

the workplace in the delivery of

employability skills

3.1

3.2

3.3

3.4

3.5

Review techniques for the delivery of employability skills

Review strategies used to transform training areas to

reflect a realistic working environment

Plan employability skills sessions that:

•meet the needs of learners; and

•reflect a realistic working environment

Use selected techniques and strategies to deliver

employability skills sessions

Demonstrate ways to negotiate behavioural parameters

when using workplace practices with learners

4 Be able to evaluate own delivery of

employability skills

4.1

4.2

Evaluate the effectiveness of techniques, strategies and

practices used for the delivery of employability skills

Identify own strengths and areas for improvement for the





requirement


hours to be observed and assessed are not specified for

this unit.


Unit Title Develop and prepare resources for learning and development


Level 4

Credit Value 6

GLH 25



1 Understand principles

underpinning development and

preparation of resources for

learning and development

1.1

1.2

1.3

Explain principles underpinning resource selection for


Analyse factors that are important when developing and

preparing resources that conform to national legislation

and organisational policies

Evaluate the contribution of technology to the

development of learning and development resources

2 Be able to develop resources to

meet learning and development

needs

2.1

2.2

2.3

2.4

2.5

Agree needs of learners for whom resources are being

developed

Prepare resources for the delivery of learning and

development ensuring legislative and organisational

health, safety, welfare, equality and inclusion

requirements are met

Plan adaptations to and use of technology within

resources to meet learning and development needs

Prepare guidance to assist those using learning and

development resources

Evaluate the suitability of resources for learning and

development




requirement.

This optional unit assesses occupational competence and

requires trainee teachers to be assessed in a real work

environment. The number of practice hours required and the

number of hours to be observed and assessed are not

specified for this unit.

Evidence for learning outcome 2 must come from

performance in the work environment. Simulations, projects

or assignments are not allowed.


Unit Title Develop learning and development programmes


Level 4

Credit Value 6

GLH 30



1 Understand the principles

underpinning the development of


programmes

1.1

1.2

1.3

1.4

1.5

Explain the objectives of learning and development

programmes

Evaluate the factors of learning and development that

impact on:

• development

• delivery

• assessment and accreditation.

Explain the importance of learner involvement when

developing learning and development programmes

Evaluate the risks that need to be managed when

developing learning and development programmes

Compare methodologies to monitor and evaluate learning

and development programmes

2 Be able to develop learning and

development programmes

2.1

2.2

2.3

2.4

Identify the learning outcomes required for learning and


Develop a plan for a learning and development

programme

Plan the assessment approaches to meet the learning

outcomes of learning and development programmes

Produce resources for learning and development

programmes

3 Be able to review learning and


3.1

3.2

3.3

Evaluate the learning outcomes of a learning and

development programme

Evaluate the delivery and assessment of a learning and

development programme

Identify areas for improvement for learning and





requirement.



environment. The number of practice hours required and

the number of hours to be observed and assessed are not


Evidence for learning outcome 2 must come from

performance in the work environment. Simulations,

projects or assignments are not allowed for this learning

outcome.


Unit Title Developing, using and organising resources in a specialist area


Level 5

Credit Value 15

GLH 50



1 Understand the purpose and use of

resources in own specialist area

1.1

1.2

Explain the purpose of resources in teaching and learning

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

2.2

2.3

2.4

2.5

2.6

Analyse principles of resource design

Evaluate sources that inform resource development in

own specialist area

Analyse how theories, principles and models of inclusive

curriculum design can be used to inform resource

development in own specialist area

Analyse ways in which resources can be adapted to

enable an inclusive approach in own specialist area

Design resources, including those that involve new and

emerging technologies, to engage and meet the individual

needs of learners in own specialist area

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

3.2

Explain ways in which resources can be classified and

stored

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

4.2

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


relation to development and use of

resources in own specialist area

5.1

5.2

5.3

Evaluate the effectiveness of own design and use of

resources to engage and meet the individual needs of

learners in own specialist area


relation to development and use of resources in own

specialist area

Plan opportunities to improve own skills in development

and use of resources in own specialist area




requirement.



this unit.


Unit Title Effective partnership working in the learning and teaching

context


Level 4

Credit Value 15

GLH 50

Unit Reference No. Y/503/5310


1 Understand the purpose and

nature of partnership working

1.1

1.2

1.3

1.4

1.5

1.6

Explain reasons for partnership working

Review opportunities and challenges of working within a

partnership

Review models of partnerships

Explain ways of sustaining partnerships and their outputs

Explain the need for ground rules and terms of reference

in partnership working

Justify the need for realistic timescales and deadlines in

effective partnership working

2 Understand the purpose, aims and

objectives of a partnership

2.1

2.2

Explain the purpose of a specific partnership

Identify the aims and objectives of a specific partnership

3 Understand the structure and

management of a partnership

3.1

3.2

3.3

3.4

3.5

Review individual roles and responsibilities within a

specific partnership

Summarise the potential contribution of stakeholders to a

specific partnership

Identify boundaries of individual roles and ownership

issues within a specific partnership

Review resource implications for a specific partnership

and its individual members

Review how a specific partnership is managed identifying

potential management issues

4 Understand how to measure and

report on a partnership’s outputs

4.1

4.2

4.3

Summarise performance indicators used to measure the

effectiveness of a specific partnership

Review the effectiveness of a specific partnership’s

outputs drawing on valid and reliable data

Summarise methods of presenting partnership outputs to

interested parties

5 Understand how to communicate

effectively within a partnership

5.1

5.2

5.3

Summarise methods for effective communication

between partners

Review the communication strategy of a specific

partnership

Review own communication methods and skills as a

partnership member

6 Understand the wider context

within which a partnership

operates

6.1

6.2

6.3

Explain the potential impact of other stakeholders and

agencies relating to a specific partnership

Summarise the impact of key government policies and

initiatives on a specific partnership

Review ways for a partnership to establish and maintain

communities of practice


Unit Title Effective partnership working in the learning and teaching

context


Level 4

Credit Value 15

GLH 50






requirement.


Unit Title Engage learners in the learning and development process


Level 3

Credit Value 6

GLH 30



1 Understand principles and purpose

of engaging learners in learning

and development

1.1

1.2

1.3

1.4

1.5

1.6

Explain principles of learner engagement in the learning

and development process

Evaluate the processes and activities used to engage

learners in learning and development

Explain information and advice learners need for learning

and development

Analyse learner motivation for learning and development

Analyse ways to overcome barriers to learning and

development faced by learners

Explain methods of engaging learners in their own

progress review of learning

2 Understand the role of mentoring

in facilitating learning

2.1

2.2

2.3

Explain how mentoring can engage and motivate learners

Summarise the role and characteristics of a mentor

Analyse mentoring relationships that engage and

motivate learners

3 Be able to assist and engage the

learner in the learning and

development process

3.1

3.2

3.3

Demonstrate working relationships with learners to

motivate learning

Provide assistance to learners to encourage them to take

responsibility for their own learning and development

Provide learners with the information and advice to

engage in learning and development that meets their

needs

4 Be able to assist the learner in

reviewing their own progress

4.1

4.2

4.3

4.4

4.5

Establish opportunities to review progress with learners

Provide learners with constructive feedback on their


Enable learners to give feedback on their learning

experience

Analyse progress and achievement with learners

Assist learners to in adapting learning and development

plans to reflect future learning needs





requirement.






Evidence for learning outcomes 3 and 4 must come from


projects or assignments are not allowed for these

outcomes.


Unit Title Engage with employers to develop and support learning

provision


Level 3

Credit Value 6

GLH 25



1 Understand information relating to

employers developing provision for

learners

1.1

1.2

1.3

Analyse information sources about individual employers

and employment sectors, locally and nationally

Summarise learning provision available to an employer

Summarise legal requirements that apply to employers

developing and supporting provision for learners

2 Understand how to engage with

employers for the benefit of

learners

2.1

2.2

2.3

2.4

2.5

Explain how to prepare for first contact with employers to

discuss learning provision

Evaluate employers’ level of interest in providing learning

opportunities for learners

Evaluate strategies that help employers overcome

concerns about offering learning opportunities

Explain why employers might need support to provide

learning for learners

Explain the importance of clear channels of

communication with employers as delivery partners

3 Be able to engage with employers

for the benefit of learners

3.1

3.2

3.3

Provide employers with clear information and advice

about learning requirements for learners

Provide advice and assistance to employers delivering

learning opportunities

Establish channels of communication for feedback from

employers on the progress of learners

4 Be able to evaluate the effect of

employer provision on the learner

and partner organisation

4.1

4.2

Assess the impact of employer provision on learners’

learning outcomes

Review the impact of employer provision on partner

organisations




requirement.






Evidence for learning outcomes 3-4 must come from


projects or assignments are not allowed for these learning

outcomes.


Unit Title Engage with employers to facilitate workforce development


Level 4

Credit Value 6

GLH 30

Unit Reference No. D/502/9556


1 Understand the opportunities

available for workforce

development

1.1

1.2

1.3

Analyse national approaches related to the skilling and

productivity of the workforce in line with current

legislation and socio-economic requirements

Explain what constitutes workforce development in a

business context

Explain the funding opportunities available for workforce

development

2 Understand how to engage with

employers to promote workforce

development

2.1

2.2

2.3

Analyse information about individual employers and

employment sectors, locally and nationally

Explain how to gauge employers’ level of interest in

workforce development opportunities

Evaluate methods of approaching and engaging with

employers to motivate them to engage in workforce

development

3 Understand how to design learning

and development opportunities in

the workplace

3.1

3.2

3.3

Analyse what motivates employees to undertake learning

and development in the workplace

Explain the key factors to be considered when designing

learning and development solutions for employers and

employees

Critically compare learning and development programmes

which already exist with newly developed opportunities

4 Understand how to facilitate


opportunities in the workplace

4.1

4.2

4.3

4.4

Identify the sources of support and resources that are

available from stakeholders

Explain how employees might overcome obstacles when

engaging with learning and development

Explain how to select, support and monitor staff

delivering learning and development solutions

Evaluate the impact of workforce development

opportunities on:

•employees

•businesses

5 Be able to engage with employers

on workforce development issues

5.1

5.2

Research information about the business needs of

employers in relation to productivity and performance

Report to employers employee development needs in a

professional manner


6 Be able to work with employers to

facilitate workforce development

solutions

6.1

6.2

6.3

6.4

6.5

6.6

Prepare information and advice for the employer on

solutions relevant to their business

Review employer workforce development needs using

methods relevant to the nature of the business and its

employees

Propose solutions that recognise the needs of the

workforce

Implement processes to develop and support the

workforce within a business partnership with the

employer

Provide on-going evaluation of workforce development

for the purposes of quality improvement

Work with the employer to measure the impact of

workforce development on their business




requirement.








projects or assignments are not allowed for these

learning outcomes.


Unit Title Equality and diversity


Level 4

Credit Value 6

GLH 25



1 Understand the key features of a

culture which promotes equality

and values diversity

1.1

1.2

1.3

Define the meanings of equality and diversity in the UK

context

Analyse the benefits of promoting equality and diversity

for individual learners

Define legislation, employment regulations and codes of

practice relevant to the promotion of equality and valuing

of diversity

2 Understand the importance of

promoting equality and valuing

diversity in lifelong learning

2.1

2.2

2.3

Reflect on how the promotion of equality and diversity

can protect learners from risk of harm

Explain actions that can be taken to value individual

learners

Explain good practice in providing individual learners with

information

3 Be able to promote equality and

value diversity

3.1

3.2

3.3

Use communication strategies to promote equality and

diversity

Analyse how own behaviour can impact on an

organisation’s culture in relation to equality and diversity

Explain how working with other agencies can promote

diversity

4 Understand how to help others in

the promotion of equality and

valuing of diversity

4.1

4.2

Describe actions by individuals which can undermine

equality and diversity

Recommend modifications to systems and structures

which do not promote equality and diversity

5 Be able to review own contribution

to promoting equality and valuing

diversity in lifelong learning

5.1

5.2

5.3

Reflect on own strengths in promoting equality and

valuing diversity

Evaluate the impact of own practice in promoting equality

and valuing diversity

Identify areas for further personal development in

promoting equality and valuing diversity




requirement.


Unit Title Evaluating learning programmes


Level 4

Credit Value 3

GLH 15

Unit Reference No. K/505/1091


1 Understand the principles and

methods of evaluating learning

programmes

1.1

1.2

1.3

1.4

Analyse the principles of evaluating learning

Explain how principles of evaluating learning can be

applied to the evaluation of learning programmes

Analyse methods used for evaluating the effectiveness of

learning programmes

Analyse methods of data collection and analysis used to

evaluate learning programmes

2 Be able to plan the evaluation of a

learning programme

2.1

2.2

2.3

2.4

Develop a framework for the evaluation of a learning

programme

Devise objectives in order to achieve evaluation aims

Select methods for evaluating the effectiveness of a

learning programme

Select methods for collecting data to evaluate the

effectiveness of a learning programme

3 Be able to evaluate the

effectiveness of a learning

programme

3.1

3.2

3.3

3.4

3.5

3.6

Apply selected methods to evaluate the effectiveness of a

learning programme

Apply selected methods to collect data to evaluate the

effectiveness of a learning programme

Analyse data collected to evaluate the effectiveness of a

learning programme

Apply relevant guidelines and legislation relevant to data

collection and analysis

Present analysis of evaluation results

Explain how analysis of evaluation results can be used to

improve the effectiveness of a learning programme




requirement.


Unit Title Identify individual learning and development needs


Level 3

Credit Value 3

GLH 24


Learning Outcome - The learner

will: Assessment Criterion - The learner can:


practices of learning needs

analysis for individuals

1.1

1.2

1.3

Explain the principles and practices of learning needs analysis for

individuals

Analyse the factors that influence individual learning needs,

preferences and styles

Compare methods used to assess individual learning needs

2 Be able to conduct learning needs

analysis for individuals

2.1

2.2

2.3

Agree the purpose, aims and methodology of the learning needs

analysis with individuals

Apply learning needs analysis methodology to assess the

individual’s current level of achievement and potential

Analyse learning needs and communicate to the learner

3 Be able to agree individual

learning and development needs

3.1

3.2

Agree and prioritise individual learning and development needs

Advise individuals about learning and development options to

meet:

•learner priorities

•learning preferences

•learning styles



• An observation and assessment of practice requirement

The number of practice hours required and the number of hours

to be observed and assessed are not specified for this unit.

Evidence for learning outcomes 2 and 3 must come from

performance in a work environment. Simulations, projects or

assignments are not allowed for these learning outcomes.


Unit Title Identify the learning needs of organisations


Level 4

Credit Value 6

GLH 30




practices of learning needs analysis

for organisations

1.1

1.2

1.3

1.4

Explain the principles and practice of learning needs

analysis for organisations

Analyse the factors that can influence the identification of

organisational learning needs

Explain why it is important to gain the support and

commitment of relevant people

Review the methodologies required for a learning needs

analysis

2 Be able to conduct learning needs

analysis for the organisation

2.1

2.2

2.3

2.4

2.5

Confirm the purpose and aims of learning needs analysis

with relevant people

Select the organisational learning needs analysis

methodology

Apply the organisational learning needs analysis

methodology

Analyse the learning needs of the organisation

Review methods of communicating findings from learning

needs analysis to relevant people in organisations

3 Be able to agree organisational

learning and development plans

with relevant people

3.1

3.2

Present recommendations for learning and development

to relevant people

Review and revise priorities with relevant people




requirement.



environment. The number of practice hours required and the

number of hours to be observed and assessed are not



performance in the work environment. Simulations, projects

or assignments are not allowed for these learning outcomes.


Unit Title Inclusive practice


Level 4

Credit Value 15

GLH 50



1 Understand factors which

influence learning

1.1

1.2

Review the impact of personal, social and cultural factors

on learning

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

2.2

2.3

Summarise policy and regulatory frameworks relating to

inclusive practice

Explain how policy and regulatory frameworks influence

organisational policies relating to inclusive practice

Explain how policy and regulatory frameworks influence

own inclusive practice

3 Understand roles and

responsibilities relating to inclusive

practice

3.1

3.2

3.3

Summarise own role and responsibilities relating to

inclusive practice

Explain the relationship between own role and the roles

of other professionals involved in inclusive practice

Identify points of referral available to meet individual

learning needs

4 Understand how to create and

maintain an inclusive learning

environment

4.1

4.2

4.3

4.4

Review key features and benefits of an inclusive learning

environment

Analyse ways to promote equality and value diversity

Analyse ways to promote inclusion

Review strategies for effective liaison between

professionals involved in inclusive practice

5 Understand how to evaluate own

inclusive practice

5.1

5.2

5.3

Review the effectiveness of own inclusive practice


relation to inclusive practice

Plan opportunities to improve own skills in inclusive

practice




requirement

The number of practice hours required and the number

of hours to be observed and assessed are not specified

for this unit.


Unit Title Internally assure the quality of assessment

BIIAB Reference IQA2

Level 4

Credit Value 6

GLH 45



1 Be able to plan the internal quality

assurance of assessment

1.1

1.2

Plan monitoring activities according to the requirements of own

role

Make arrangements for internal monitoring activities to assure

quality

2 Be able to internally evaluate the

quality of assessment

2.1

2.2

2.3

2.4

2.5

2.6

Carry out internal monitoring activities to quality requirements

Evaluate assessor expertise and competence in relation to the

requirements of their role

Evaluate the planning and preparation of assessment processes

Determine whether assessment methods are safe, fair, valid and

reliable

Determine whether assessment decisions are made using the

specified criteria

Compare assessor decisions to ensure they are consistent

3 Be able to internally maintain and

improve the quality of assessment

3.1

3.2

Provide assessors with feedback, advice and support, including

professional development opportunities, which help them to

maintain and improve the quality of assessment

Apply procedures to standardise assessment practices and

outcomes

4 Be able to manage information

relevant to the internal quality


4.1

4.2

Apply procedures for recording, storing and reporting

information relating to internal quality assurance

Follow procedures to maintain confidentiality of internal quality

assurance information


practice requirements when internally

monitoring and maintaining the quality

of assessment

5.1

5.2

5.3

5.4

Apply relevant policies, procedures and legislation in relation to

internal quality assurance, including those for health, safety and

welfare


appropriate, bilingualism, in relation to internal quality

assurance

Critically reflect on own practice in internally assuring the quality

of assessment

Maintain the currency of own expertise and competence in

internally assuring the quality of assessment


Unit Title Manage learning and development in groups


Level 4

Credit Value 6

GLH 30




practices of managing learning and

development in groups

1.1

1.2

1.3

1.4

1.5

1.6

Analyse the characteristics of group environments that

foster learning and development

Evaluate strategies to manage group behaviour and

dynamics

Evaluate management techniques which facilitate the

delivery of learning and development in groups

Analyse ways to involve learners in the management of

their own learning and development in groups

Analyse risks to be considered when managing learning

and development in groups

Explain how to manage barriers to individual learning in

groups

2 Be able to manage group learning

and development environments

2.1

2.2

2.3

2.4

Facilitate communication, collaboration and learning

between group members

Use motivational methods to engage the group and its

individual members in the learning and development

process

Consult with group members to adapt their learning and

development environments to improve their learning

outcomes

Manage the risks associated with group learning and

development

3 Be able to apply methodologies to

manage learning and development

in groups

3.1

3.2

3.3

3.4

Involve learners in agreeing group learning and

development objectives

Adapt and implement delivery methods, activities and

resources to meet the learning and development

objectives of the group

Manage group learning strategies and delivery methods

to reflect changing requirements

Provide individual advice to learners to assist their

decision-making about future learning needs

4 Be able to manage learning and

development in groups to comply

with legal and organisational

requirements

4.1

4.2

4.3

4.4

Support learner’s rights in relation to equality, diversity

and inclusion

Minimise risks to safety, health, wellbeing and security of

learners

Manage confidentiality in relation to learners and the

organisation

Maintain learning and development records in

accordance with organisational procedures





requirement.






Evidence for the learning outcomes 2, 3 and 4 must come

from performance in the work environment. Simulations,

projects or assignments are not allowed.


Unit Title Preparing for the coaching role


Level 4

Credit Value 3

GLH 15

Unit Reference No. J/505/0188


1 Understand own role and

responsibilities in relation to

coaching

1.1

1.2

1.3

1.4

1.5

Analyse the skills and qualities required for a specific

coaching role

Explain how own values, behaviours, attitudes and

emotional awareness can impact on the coaching role

Explain why it is important to establish ground rules for

engagement and boundaries in a coaching relationship

Explain the importance of acting according to ethical and

professional standards in a coaching relationship

Analyse ways of building a relationship with a client in a

coaching role

2 Understand the use of coaching in

a specific context

2.1

2.2

2.3

2.4

2.5

Analyse the benefits of coaching in a specific context

Analyse the impact of coaching on individual learning and

development

Explain legal and organisational requirements in a specific

context relating to:

• data protection;

• privacy;

• confidentiality; and

• safeguarding and disclosure

Identify sources of support to deal with issues which are

outside of own expertise or authority

Explain what constitutes a safe and comfortable

environment for a coaching session

3 Understand how to identify client

goals and outcomes

3.1

3.2

3.3

3.4

Analyse ways of identifying and agreeing outcomes and

goals with clients

Explain the role of a coaching agreement

Explain the importance of agreeing with the client records

of interaction and progress towards agreed objectives and

goals

Analyse client responsibility and autonomy for making

changes




requirement.


Unit Title Preparing for the mentoring role


Level 4

Credit Value 3

GLH 15




responsibilities in relation to

mentoring

1.1

1.2

1.3

1.4

1.5

Analyse the skills and qualities required for a specific

mentoring role

Explain how own values, behaviours, attitudes and

emotional awareness can impact on the mentoring role

Explain why it is important to establish ground rules for

engagement and boundaries in a mentoring relationship


professional standards in a mentoring relationship

Analyse ways of building a relationship with a client in a

mentoring role

2 Understand the use of mentoring

in a specific context

2.1

2.2

2.3

2.4

2.5

Analyse the benefits of mentoring in a specific context

Analyse the impact of mentoring on individual learning

and development

Explain legal and organisational requirements in a specific

context relating to:


• privacy;



Identify sources of support to deal with issues which are

outside of own expertise or authority

Explain what constitutes a safe and comfortable

environment for a mentoring session

3 Understand how to identify client

goals and outcomes

3.1

3.2

3.3

3.4

Analyse ways of identifying and agreeing outcomes and

goals with clients

Explain the role of a mentoring agreement

Explain the importance of agreeing with the client records

of interaction and progress towards agreed objectives and

goals

Analyse client responsibility and autonomy for making

changes




requirement.


Unit Title Preparing for the personal tutoring role


Level 4

Credit Value 3

GLH 15




responsibilities in relation to the

personal tutoring role

1.1

1.2

1.3

1.4

1.5

Analyse the skills and qualities required for a personal

tutoring role

Explain how own values, behaviours and attitudes can

impact on the personal tutoring role

Explain the boundaries and limitations of a personal

tutoring role


professional codes and standards in a personal tutoring

role

Analyse the importance of communication in a personal

tutoring role

2 Understand factors affecting

learners’ approaches to learning

2.1

2.2

2.3

2.4

2.5

Analyse how learners’ socio-economic, cultural and

personal background, work history and educational

achievement can affect their needs, aspirations, decision-

making abilities and approach to learning

Explain why it is important that learners take

responsibility for their own learning

Explain why it is important that personal tutoring

programmes support the development of learning and

transferable skills

Analyse strategies to enable learners to engage with

learning

Explain factors which identify learners at risk of

disengaging from learning

3 Understand the use of personal

tutoring in a specific context

3.1

3.2

3.3

3.4

Describe the range of support available for learners within

a specific context

Explain legal and organisational requirements relating to:


• copyright;

• privacy;



Explain how to work with others in a specific context to

support learners

Explain how to work with external stakeholders and

partners to support learners

4 Understand how personal learning

targets are created and monitored

4.1

4.2

4.3

Explain the purpose of an individual learning plan

Analyse approaches to support learners to create

personal learning targets

Explain the importance of reviewing learner progress and

targets





requirement.


Unit Title Principles and practice of lip-reading teaching


Level 4

Credit Value 12

GLH 48



1 Understand the physiological

processes and psychological

functions of hearing

1.1

1.2

Identify the physiological processes involved in hearing

Identify the psychological functions of hearing

2 Understand the effects of acquired

hearing loss

2.1

2.2

2.3

Analyse factors which lead to acquired hearing loss

Analyse types of hearing loss and the psychological, social

and emotional effects of the impact of acquired hearing

loss

Analyse the impact of acquired hearing loss on education

and employment opportunities

3 Understand ways in which

amplification and lip-reading are

optimised by those with hearing

loss

3.1

3.2

3.3

Evaluate hearing aids and implants available to support

hearing loss

Analyse the roles of health professionals in identifying and

supporting hearing loss

Analyse the optimum conditions for lip-reading and using

a hearing aid

4 Understand the phonology of

spoken English and its application

to lip-reading learning and teaching

4.1

4.2

4.3

Explain aspects of the phonology of spoken English which

have implications for learning and teaching lip-reading

Identify the shapes of spoken English to adults with

acquired hearing loss

Explain strategies used to lip-read by adults with acquired

hearing loss

5 Be able to use specialist techniques

and methodology for teaching lip-

reading

5.1

5.2

5.3

Explain and demonstrate the use of voice and devoice

techniques in supporting lip-reading development

Explain and demonstrate the use of specialist methods for

teaching lip-reading to adults

Justify own selection and use of specialist resources to

support the development of lip-reading skills by adults

6 Understand assistive aids and

services available to those with

acquired hearing loss

6.1

6.2

Evaluate assistive equipment available to those with

hearing loss

Evaluate services offered by agencies and organisations to

those with acquired hearing loss




requirement



unit.


Unit Title Specialist delivery techniques and activities


Level 4

Credit Value 9

GLH 30

Unit Reference No. R/504/0229


1 Understand the role of specialist

delivery techniques in a specific

area

1.1

1.2

1.3

Explain the purpose of specialist delivery techniques in

meeting learner needs in a specific area

Identify learning needs that can be met through the use

of specialist delivery techniques

Justify the use of specialist delivery techniques to meet

the needs of learners in a specific area

2 Be able to develop specialist

delivery techniques and learning

activities in own specific area

2.1

2.2

2.3

2.4

2.5

Review issues that influence the development of specialist

delivery techniques

Select specialist delivery techniques to meet the needs of

learners

Plan the use of specific learning activities to support

specialist delivery techniques

Select resources to support specialist delivery techniques

and learning activities

Identify ways in which specialist delivery techniques can

be adapted to meet the needs of individual learners

3 Be able to use specialist delivery

techniques and learning activities

3.1

3.2

Use specialist delivery techniques and learning activities

to meet the needs of learners

Use a resources to support specialist delivery techniques

and learning activities


relation to specialist delivery

techniques

4.1

4.2

Review the effectiveness of own use of specialist delivery

techniques to meet the needs of learners

Identify strengths and areas for improvement in own skills

in the development and use of specialist delivery

techniques




requirement.



this unit.


Unit Title Teaching in a specialist area


Level 4

Credit Value 15

GLH 50



1 Understand the aims and

philosophy of education and

training in a specialist area

1.1

1.2

Explain key aims of education and training in own

specialist area

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

2.2

2.3

Describe the aims and structure of key qualifications in

own specialist area

Describe the aims and structure of learning programmes

in own specialist area

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

3.2

Analyse the inclusiveness of own approach to the

planning and preparation of a learning programme in own

specialist area

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

4.2

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 in a specialist area

5 Be able to work with others within

a specialist area to develop own

practice

5.1

5.2

Liaise with others within a specialist area to develop own

practice

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

6.2

6.3

Review the effectiveness of own knowledge and skills in a

specialist area


relation to practice in a specialist area

Identify opportunities to improve and update own

knowledge and skills in a specialist area




requirement



this unit.


Unit Title Understanding and managing behaviours in a learning

environment


Level 4

Credit Value 6

GLH 20



1 Understand potential factors

leading to behaviours that disrupt a

learning environment

1.1

1.2

Describe behaviours that can occur in a learning

environment

Explain potential factors leading to behaviours that can

disrupt a learning environment

2 Understand organisational policies

relating to managing behaviours in

a learning environment

2.1

2.2

Explain key aspects of legislation relating to managing

behaviours in a learning environment

Explain key aspects of an organisation’s policies relating

to managing behaviours in a learning environment

3 Be able to promote behaviours that

contribute to a purposeful learning

environment

3.1

3.2

Analyse ways of encouraging behaviours that contribute

to a purposeful learning environment

Use strategies for encouraging behaviours that contribute

to a purposeful learning environment

4 Be able to manage behaviours that

disrupt a purposeful learning

environment

4.1

4.2

Analyse ways of managing behaviours that disrupt a

purposeful learning environment

Use strategies for managing behaviours that disrupt a

purposeful learning environment


managing behaviours in a learning

environment

5.1

5.2

Evaluate the effectiveness of own practice in relation to

promoting and managing behaviours in a learning

environment


relation to promoting and managing behaviours in a





requirement



this unit.


Unit Title Understanding and managing behaviours in a learning

environment


Level 5

Credit Value 6

GLH 20



1 Understand the characteristics and

impact of behaviours in a learning

environment

1.1

1.2

1.3

Analyse behaviours that can occur in a learning

environment

Analyse potential factors contributing to behaviours in a


Analyse the impact of behaviours on a learning

environment

2 Understand legislation and

organisational policies relating to


environment

2.1

2.2

Analyse legislation relating to managing behaviours in a


Analyse organisational policies relating to managing

behaviours in a learning environment

3 Be able to apply theories of

behaviour management to create

and maintain a purposeful learning

environment

3.1

3.2

3.3

Analyse theories of behaviour management

Establish a purposeful learning environment

Explain how own practice in creating a purposeful

learning environment has taken account of theories of

behaviour management



environment

4.1

4.2

Analyse the effectiveness of own practice in relation to

managing behaviours in a learning environment


relation to managing behaviours in a learning

environment




requirement



unit.

Version 1 © BIIAB April 2015

Unit Title Understanding the principles and practices of externally assuring the


BIIAB Reference EQA1

Level 4

Credit Value 6

GLH 45



1 Understand the context and principles

of external quality assurance

1.1

1.2

1.3

1.4

Analyse the functions of external quality assurance of

assessment in learning and development

Evaluate the key concepts and principles of external quality


Evaluate the roles of practitioners involved in the quality

assurance process

Explain the regulations and requirements for external and

internal quality assurance in own area of practice

2 Understand how to plan the external

quality assurance of assessment

2.1

2.2

2.3

2.4

Evaluate the importance of planning and preparing external

quality assurance activities

Explain what an external quality assurance plan should contain

Summarise the preparations that need to be made for external

quality assurance activities, including:

• information collection

• communications

• administrative arrangements

• resources

Explain how to adapt external monitoring and evaluation

approaches to meet customer need without compromising

quality standards

3 Understand how to externally evaluate

the quality of assessment and internal

quality assurance

3.1

3.2

3.3

Explain the procedures for externally monitoring and evaluating

internal quality assurance arrangements and practices

Interpret the requirements for externally monitoring and

evaluating internal assessment arrangements and practices

Evaluate different techniques for externally sampling evidence

of assessment, including those that use technology

4 Understand how to externally maintain

and improve the quality of assessment

4.1

4.2

4.3

4.4

Critically compare the types of feedback, support and advice

that internal assessment and quality assurance staff may need

to maintain and improve the quality of assessment

Evaluate standardisation requirements relevant to the external


Explain the importance of providing feedback, support and

advice to internal assessment and quality assurance staff that is

consistent with standardisation requirements

Explain the relevant procedures to follow when there are

disputes concerning quality assurance and assessment

5 Understand how to manage

information relevant to external quality

assurance

5.1 Evaluate the requirements for information management, data

protection and confidentiality in relation to external quality

assurance

Version 1 © BIIAB April 2015

Unit Title Understanding the principles and practices of externally assuring the


BIIAB Reference EQA1

Level 4

Credit Value 6

GLH 45



6 Understand the legal and good practice

requirements relating to external

quality assurance

6.1

6.2

6.3

6.4

Evaluate legal issues, policies and procedures that are relevant

to external quality assurance, including those for health, safety

and welfare

Critically compare different ways in which technology can

contribute to external quality assurance

Evaluate requirements for equality and diversity and, where

appropriate, bilingualism, in relation to the external quality


Explain the value of reflective practice and continuing

professional development in relation to external quality

assurance


Unit Title Understanding the principles and practices of internally assuring the


BIIAB Reference IQA1

Level 4

Credit Value 6

GLH 45



1 Understand the context and principles

of internal quality assurance

1.1

1.2

1.3

1.4

Explain the functions of internal quality assurance in learning

and development

Explain the key concepts and principles of the internal quality


Explain the roles of practitioners involved in the internal and

external quality assurance process

Explain the regulations and requirements for internal quality

assurance in own area of practice

2 Understand how to plan the internal


2.1

2.2

2.3

Evaluate the importance of planning and preparing internal

quality assurance activities

Explain what an internal quality assurance plan should contain

Summarise the preparations that need to be made for internal

quality assurance, including:

• information collection

• communications

• administrative arrangements

• resources

3 Understand techniques and criteria for

monitoring the quality of assessment

internally

3.1

3.2

Evaluate different techniques for sampling evidence of

assessment, including use of technology

Explain the appropriate criteria to use for judging the quality of

the assessment process

4 Understand how to internally maintain

and improve the quality of assessment

4.1

4.2

4.3

Summarise the types of feedback, support and advice that

assessors may need to maintain and improve the quality of

assessment

Explain standardisation requirements in relation to assessment

Explain relevant procedures regarding disputes about the quality

of assessment

5 Understand how to manage

information relevant to the internal


5.1 Evaluate requirements for information management, data

protection and confidentiality in relation to the internal quality


6 Understand the legal and good practice

requirements for the internal quality


6.1

6.2

6.3

6.4

Evaluate legal issues, policies and procedures relevant to the

internal quality assurance of assessment, including those for

health, safety and welfare

Evaluate different ways in which technology can contribute to

the internal quality assurance of assessment

Explain the value of reflective practice and continuing

professional development in relation to internal quality

assurance

Evaluate requirements for equality and diversity and, where

appropriate, bilingualism, in relation to the internal quality



Unit Title Working with the 14-19 age range in education and training


Level 4

Credit Value 9

GLH 30



1 Understand national developments

in educational provision for the 14-

19 age range

1.1

1.2

Explain national policies and initiatives for the education

of the 14-19 age range

Analyse the relationship between schools and other

providers of learning for the 14-19 age range

2 Understand roles and

responsibilities of teachers working

with the 14-19 age range

2.1

2.2

2.3

Describe the legal framework and key legislation relating

to teachers working with the 14-19 age range

Analyse own role and responsibilities in relation to

working with the 14-19 age range

Evaluate impact on own practice of legislation relating to


3 Be able to plan learning to meet

the needs of individual 14-19

learners

3.1

3.2

Analyse teaching, learning and assessment approaches for

use with 14-19 learners

Plan learning sessions for 14-19 learners, taking account

of:

•own analysis of teaching, learning and assessment

approaches for use with 14-19 learners;

•curriculum requirements; and

•individual learner needs

4 Be able to deliver learning to meet

the needs of individual 14-19

learners

4.1

4.2

Use teaching and learning approaches that take account

of:

• own analysis of teaching and learning approaches for

use with 14-19 learners;

• curriculum requirements; and

• individual needs of 14-19 learners.

Use assessment methods that take account of:

• own analysis of assessment approaches for use with 14-

19 learners;

• curriculum requirements; and

• individual needs of 14-19 learners



5.1

5.2

Evaluate own practice in working with 14-19 learners

Identify areas for improvement in own practice in working

with 14-19 learners




requirement



unit.


Unit Title Analysing English language for literacy and language teaching


Level 3

Credit Value 3

GLH 15



1 Understand the relationship

between forms of language and

meaning

1.1

1.2

Analyse key aspects of meaning of words

Analyse the relationship between grammatical form and

meaning

2 Understand structural features of

language

2.1

2.2

2.3

2.4

Analyse key features of word formation

Categorise words according to their classes

Categorise verbs according to their forms

Analyse phonological aspects of language including

phonemes and stress patterns




requirement.


Unit Title Reading skills for literacy and language teaching


Level 3

Credit Value 3

GLH 15

Unit Reference No. R/503/4852


1 Be able to read written texts 1.1

1.2

1.3

Select written texts for specific purposes

Use reading skills for specific purposes

Evaluate linguistic devices in texts

2 Be able to respond to written texts 2.1

2.2

Utilise results of own reading for specific purpose

Produce coherent records of own interpretations of texts




requirement.


Unit Title Speaking and listening skills for literacy and language teaching


Level 3

Credit Value 3

GLH 15



1 Be able to present information 1.1

1.2

Select linguistic strategies and techniques to enable

cohesion in own expression of information

Express information clearly and coherently

2 Be able to listen and respond to

non-verbal and verbal information

2.1

2.2

2.3

2.4

2.5

2.6

Identify types of non-verbal communication

Use and respond to non-verbal communication to indicate

engagement and interest

Listen critically to verbal information

Indicate understanding of verbal information

Identify speakers’ intentions

Respond to verbal information according to its nature and

content




requirement.


Unit Title Writing skills for literacy and language teaching


Level 3

Credit Value 3

GLH 15



1 Be able to prepare written texts 1.1

1.2

Plan written texts according to the intended audience,

purpose and situation

Draft written texts using techniques at:

•text level

•sentence level

•word level

2 Be able to produce written texts 2.1

2.2

2.3

Write fluently, coherently and cohesively

Write accurately and legibly using conventions of lexis and

syntax including grammar, spelling and punctuation

according to purpose

Edit and proof read written texts at text level, sentence

level and word level




requirement.


Unit Title Using mathematics: academic subjects


Level 3

Credit Value 6

GLH 30



1 Be able to interpret mathematical

situations in academic subjects

1.1

1.2

1.3

Explain the role of models in representing mathematical

situations

Analyse situations to interrogate for mathematical

information and problems in academic subjects

Select mathematical methods, operations and tools to

extract mathematical information from problem based

contexts in academic subjects

2 Be able to process mathematical

problems in academic subjects

2.1

2.2

2.3

2.4

Analyse mathematical procedures for efficiency and

effectiveness

Examine linear and non-linear mathematical patterns in

academic subjects

Change values and assumptions when investigating

mathematical situations in academic subjects

Use extended logic and multi-step structured processes

to find mathematical solutions in academic subjects

3 Be able to analyse mathematical

findings from academic subjects

3.1

3.2

3.3

Analyse the effect of accuracy on the reliability of

mathematical findings in academic subjects

Interrogate mathematical conclusions for errors or

misconceptions

Interpret findings to draw conclusions in academic

subjects

4 Be able to use mathematical

communication in academic

subjects

4.1

4.2

4.3

4.4

Select mathematical language for debate in academic

subjects

Select mathematical communication techniques to suit

audience

Present mathematical processing and analysis

Describe findings using mathematical communication

skills in academic subjects




requirement.


Unit Title Using mathematics: personal and public life


Level 3

Credit Value 6

GLH 30




situations in personal and public

life

1.1

1.2

1.3


situations


information and problems in personal and public life



contexts in personal and public life


problems in personal and public life

2.1

2.2

2.3

2.4


effectiveness


personal and public life


mathematical situations in in personal and public life

Use extended logic and multi-step structured processes to

find mathematical solutions in personal and public life


findings from personal and public

life

3.1

3.2

3.3


mathematical findings in personal and public life


misconceptions

Interpret findings to draw conclusions in personal and

public life


communication in personal and

public life

4.1

4.2

4.3

4.4

Select mathematical language for debate in personal and

public life


audience



skills in personal and public life




requirement.


Unit Title Using mathematics: professional and vocational contexts


Level 3

Credit Value 6

GLH 30




situations in professional and

vocational contexts

1.1

1.2

1.3


situations


information and problems in professional and vocational

contexts



contexts in professional and vocational contexts


problems in professional and

vocational contexts

2.1

2.2

2.3

2.4


effectiveness


professional and vocational contexts


mathematical situations in professional and vocational

contexts

Use extended logic and multi-step structured processes to

find mathematical solutions in professional and vocational

contexts


findings from professional and

vocational contexts

3.1

3.2

3.3


mathematical findings in professional and vocational

contexts


misconceptions

Interpret findings to draw conclusions in professional and

vocational contexts


communication in professional and

vocational contexts

4.1

4.2

4.3

4.4

Select mathematical language for debate in professional

and vocational contexts


audience



skills in professional and vocational contexts




requirement.



BIIAB Level 4 Certificate in Education and Training - Observation Record of teaching and learning

Name of trainee teacher / assessor:

Group: Session title: Session length:

Checklist Yes No Examples observed

Identified the needs of individual learners

Used appropriate teaching and learning

approaches

Used approaches that were effective

Demonstrated good practice in giving

feedback

Communicated appropriately with learners

Communicated effectively with learners

Met the needs of all learners

Enabled learning to take place

Checked that learning had taken place

Completed necessary documents accurately,

eg register, evaluation forms, tutor records

etc

Feedback on teaching and learning activity observed

Assessor: Date

Internal Quality Assurer (if sampled): Date

Grade: Outstanding/Good/Requires improvement/Inadequate (Please circle)

Note any outstanding features:

Note any improvements needed:



BIIAB Level 4 Certificate in Education and Training - Observation of assessment

Name of Trainee Teacher: Name of learner being assessed:

Checklist Yes No Examples

Learner put at ease and appeals procedure reminder given

Assessment plan reviewed and agreed

Assessment procedure explained and negotiated

RPL taken into account

Learner encouraged to relate evidence to standards

Relevant questions asked

Evidence requirements met in full/partially

All possible sources of evidence considered

Clear evaluative feedback given and any learner queries resolved

Further action agreed with learner where appropriate

Necessary assessment documents completed

Assessment met assessment strategy requirements/standardisation

Feedback on assessment activity observed Date

Assessor: Date

Internal Quality Assurer (if sampled) (if sampled): Date

Grade: Outstanding/Good/Requires improvement/Inadequate (Please circle)

Note any outstanding features:

Note any improvements needed:

Version 2 December 2016 © BIIAB

Learner Summative Reflection

The purpose of this summative reflection is to enable you, the learner, to reflect on your qualification, what you have learnt and how you have been able to apply this within your work role. You will need to complete your statement in the space provided below and sign and date the document. Alternatively you and your assessor may wish to record your reflection on a voice recorder. Learner Name: _________________________________________________________ Qualification Unit Summary

Unit No. Completion Date

Assessor Signature

Unit No. Completion Date

Assessor Signature

Learner Reflection

Learner Signature: _______________________________ Date: _____________________ Assessor Signature: _______________________________ Date: _____________________



Notices This book does not purport to contain an authoritative or definitive statement of the law or practice on the subject and the publishers supply the information on the strict understanding that no legal or other liability attaches to them in respect of it. References to sources of further guidance or information have been made where appropriate.

© BIIAB January 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or

transmitted, in any form or by any means, whether electronic, mechanical, photocopying, scanning,

recording or otherwise, without written permission of the publisher except in accordance with the

provisions of the Copyright, Designs and Patents Act 1988. Applications for written permission to

reproduce any part of the publication should be addressed in writing to the publisher. Any

unauthorised or restricted act in relation to this publication may result in civil proceedings and/or

criminal prosecution.

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