Level 4 Certificate in Education and Training (QCF)

Welcome to the Level 4 Certificate in Education and Training (QCF) Assessment Pack. This assessment pack provides knowledge-based tasks and practical assessment templates to cover all of the Learning Outcomes and Assessment Criteria included in the mandatory units of the Level 4 Certificate in Education and Training.

Achievement Summary Sheet

In order to achieve the  Level 4 Certificate in Education and Training (QCF) learners must achieve a minimum of 36 credits overall.

Mandatory Group A

Learners must achieve 21 credits must be achieved from this group.

Tick box

Unit Title

Assessment tasks

 

 

Understanding roles, responsibilities and relationships in education and training

 

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.

 

 

 

 

Planning to meet the needs of learners in education and training

12, 13, 14, 22, Initial diagnostic assessment, ILP, SOW, Session plan, Observation record, Learner evaluation and feedback, Self-evaluation.

 

 

Delivering education and training

18, 19, 20, observation record, Self-evaluation.

 

 

Assessing learners in education and training

15, 16, 21, 23, SOW,

Observation record, Self- evaluation.

 

 

Using resources for education and training

17, 24, Observation record, Self-evaluation.

 

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

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

Guidance:

This section provides coverage of the first mandatory unit which requires learners to display their knowledge and understanding of roles, responsibilities and relationships within education and training. It is advised that learners complete this unit first, as this will allow learners to develop important underpinning knowledge, which will prove useful when completing the additional mandatory and optional units.

This section provides learners with a series of tasks which will test the learners’ knowledge and understanding of all of the Assessment Criteria included within this unit.


TASK 1 Unit 1 (U1) Assessment Criteria 1.1 (AC 1.1) - Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pages and/or evidence as required.)

Tick the box of those responsibilities that relate to your role:

  • Teach/train learners – large groups
  • Teach/train learners – small groups
  • Mark assignments and give feedback
  • Work with learners on a 1:1 basis
  • Register the learner with the awarding body
  • Assess the learner’s work product
  • Observe the learner in situ
  • Mark their work against national standards
  • Make regular appointments to support the learner to achievement
  • Give positive feedback
  • Submit assessed work for formative/summative internal quality assurance and standardisation
  • Carry out internal quality assurance
  • Attend training meetings to gain feedback
  • Be a positive role model for your learners

TASK 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.)

Explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) question

TASK 3 U1 AC 1.2 - Carry out research into current examples of legislation, codes of practice and regulatory requirements that have an impact on the education sector and the learners that you teach.

Useful research websites include: • Department of Education; • Ofsted; • Education and Training Foundation; and • HSE.

U1 AC 1.2 - Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. (Please attach any additional sheets and evidence of research.)

TASK 4 U1 AC 1.3 - Provide a definition for the following key terms: Equality

TASK 4 U1 AC 1.3 - Provide a definition for the following key terms: Diversity

U1 AC 1.3 - How can you promote equality and diversity to your learners? (Please attach any additional sheets and supporting evidence.)

TASK 5 U1 AC 1.4 - Complete the sentences in the box below to develop full paragraphs. (Please attach any additional sheets and supporting evidence.) Individual learning needs can include…

TASK 5 U1 AC 1.4 - Complete the sentences in the box below to develop full paragraphs. (Please attach any additional sheets and supporting evidence.) It is important to identify and meet these needs because...

Learning Outcome 2: Understand ways to maintain a safe and supportive learning environment


TASK 6 U1 AC 2.1 - Explain ways to maintain a safe and supportive learning environment. (Please attach any additional sheets and supporting evidence.) - Safe learning environment

TASK  6 U1 AC 2.1 - Explain ways to maintain a safe and supportive learning environment. (Please attach any additional sheets and supporting evidence.) - Supportive learning environment

TASK 7 U1 AC 2.2 - What is ACCEPTABLE BEHAVIOUR? - From learners

TASK 7 U1 AC 2.2 - What is ACCEPTABLE BEHAVIOUR? - From yourself

These should be the core standards you expect each time you meet with your learner(s).

What is UNACCEPTABLE BEHAVIOUR? - From learners

What is UNACCEPTABLE BEHAVIOUR? - From yourself

TASK 8 U1 AC 2.2 - Why is it important to promote acceptable behaviour and respect for others? (Please attach any additional sheets and supporting evidence.)

Learning Outcome 3: Understand the relationships between teachers and other professionals in education and training.

TASK 9 U1 AC 3.1 - Explain the relationship that exists between the teaching role and other professionals, as listed below, then think of other professionals that you come into contact with and explain the relationships.

Your line manager

Your senior manager

Your colleagues

Your internal quality assurer

Your external quality assurer

Untitled open question

Ofsted inspectors

Employers

Social workers

Learning assistants

TASK 10 U1 AC 3.2 - Explain the boundaries that could exist between the teaching role and other professionals, as listed in 3.1, then think of other professionals that you may have listed above and explain those boundaries too.

Your line manager

Your senior manager

Your colleagues

Your internal quality assurer

The external quality assurer

Employers

TASK 11 U1 AC 3.3 - As identified earlier, learners can display individual needs that have to be met by their teacher. However, some of these needs can be met by other professionals and points of referral.

Complete the table  to identify a specific learner need and how another professional or point of referral can help to meet this need.

Complete the table below to identify a specific learner need and how another professional or point of referral can help to meet this need. 1. Individual learner need 2. Professional/ Point of referral 3. Support offered

Section 2: Analyse this…

Guidance: This section includes a series of tasks that are focused on assessing the learners’ understanding of some of the knowledge-based assessment criteria included in mandatory units 2-5.

Guidance: These tasks will test the learners understanding of the following elements which are important to the teaching professional:

Guidance: • Planning; • Assessment; • Resources; • Technologies and Communication; and • Minimum core elements (coverage of Numeracy, Literacy and ICT).

Planning

(Please attach any additional sheets and supporting evidence such as diagnostic assessments and individual learning plans that you have completed with your learners.)

Task 12 U2 AC 1.1 - Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals.

TASK 13 U2 AC 2.3 - Explain how your own planning meets the individual needs of learners. (Please attach any additional sheets and supporting evidence such as schemes of work, session plans and/or differentiated learning resources.)

TASK 14 U2 AC 2.4 - Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners. (Please attach any additional sheets and supporting evidence such as schemes of work and session plans.)

Assessment

Task 15 U4 AC 1.1 - Explain the purposes of the types of assessment used in education and training. (Please attach any additional sheets and supporting evidence such the different forms of assessment that you have used.)

TASK  16 U4 AC 1.2 - (Please attach any additional sheets and supporting evidence such as examples of assessment you have used and any learner feedback/ self-evaluation of these assessments.)

U4 AC 1.2 - Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners

Resources

Please attach any additional sheets and supporting evidence such as examples of your resources and any learner feedback/ self- evaluation of these resources.

TASK 17 U5 AC 1.1 - Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners

Communication and Technologies

TASK 18 U3 AC 2.1 - Analyse benefits and limitations of communication methods and media used in own area of specialism. (Please attach any additional sheets and supporting evidence.)

TASK 19 U3 AC 3.1 - Analyse benefits and limitations of technologies used in own area of specialism. (Please attach any additional sheets and supporting evidence.)

TASK 20 U3 AC 2.3 – Provide examples of when you have communicated with other learning professionals to meet individual learner needs and encourage progression.

You must also provide evidence of this communication, for example, emails, meeting minutes, witness testimonies, professional discussion notes and so on

TASK 21 U4 AC 2.5 – Provide examples of when you have communicated assessment information to other professionals with an interest in learner achievement

You must also provide evidence of this communication, for example, emails, meeting minutes, witness testimonies, professional discussion notes and so on

Minimum Core Elements

Task 22 U2 AC 3.1 - Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning

(Please attach any additional sheets and supporting evidence such as schemes of work, session plans and/or learning resources

TASK 23 U4 AC 3.1 - Analyse ways in which minimum core elements can be demonstrated in assessing learners. (Please attach any additional sheets and supporting evidence of relevant assessments.)

TASK 24 U5 AC 2.1 - Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning. (Please attach any additional sheets and supporting evidence of relevant resources.)