BTEC Specialist Qualifications Mixed Assessment

Pearson
BTECLevel 4 Certificate
in Education and Training(QCF)

and

Pearson
BTEC Level 5 Diploma
in Education and Training(QCF)

First teaching January 2014

Issue 2

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at or Alternatively, you can get in touch with us using the details on our contact us page at

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than 70countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at:

This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website:

References to third party material made in this document are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this unit document is correct at time of publication.

Authorised by Martin Stretton
Prepared by Jane Boehm

ISBN 9781446913727

All the material in this publication is copyright
© Pearson Education Limited2014

Contents

Purpose of this document

1Qualification summaries and key information

2Centre resource requirements

Specific resource requirements

3Qualification structures

Pearson BTEC Level 4 Certificate in Education and Training (QCF)

Pearson BTEC Level 5 Diploma in Education and Training (QCF)

4Units

Unit title

Unit reference number

QCF level

Credit value

Guided learning hours

Unit aim

Target groups

Assessment requirements

Suggested unit combinations

Learning outcomes

Assessment criteria

Unit amplification

Definitions used in this specification

Unit 6:Action Learning for Teaching in a Specialist Area of Disability

Unit 7:Action Learning to Support Development of Subject Specific Pedagogy

Unit 8:Action Research

Unit 9:Assess Occupational Competence in the Work Environment

Unit 10:Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

Unit 11:Delivering Employability Skills

Unit 12:Develop Learning and Development Programmes

Unit 13:Developing, Using and Organising Resources in a Specialist Area

Unit 14:Effective Partnership Working in the Learning and Teaching Context

Unit 15:Engage Learners in the Learning and Development Process

Unit 16:Engage with Employers to Develop and Support Learning Provision

Unit 17:Engage with Employers to Facilitate Workforce Development

Unit 18:Equality and Diversity

Unit 19:Evaluating Learning Programmes

Unit 20:Identify the Learning Needs of Organisations

Unit 21:Inclusive Practice

Unit 22:Internally Assure the Quality of Assessment

Unit 23:Preparing for the Coaching Role

Unit 24:Preparing for the Mentoring Role

Unit 25:Preparing for the Personal Tutoring Role

Unit 26:Specialist Delivery Techniques and Activities

Unit 27:Teaching in a Specialist Area

Unit 28:Understanding and Managing Behaviours in a Learning Environment (Level 4)

Unit 29:Understanding and Managing Behaviours in a Learning Environment (Level 5)

Unit 30:Understanding the Principles and Practices of Externally Assuring the Quality of Assessment

Unit 31:Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

Unit 32:Using Study Skills Approaches and Techniques to Enhance the Learning of Others

Unit 33:Working with Individual Learners

Unit 34:Working with the 14-19 Age Range in Education and Training

5Further information and useful publications

6Professional development and training

Annexe A–Portfolio Evidence Record Sheets

Purpose of this document

This document contains the optional units for use in conjunction with the mandatory units for

• the Pearson BTEC Level 4 Certificate in Education and Training (QCF),specification ISBN 9781446906941 and
• the Pearson BTEC Level 5 Diploma in Education and Training (QCF), specification ISBN 9781446 91371 0.

This document includes all optional units offered by Pearson for theBTEC Level 4 Certificate and BTEC Level 5 Diploma in Education and Training qualifications. It should be used in accordance with the rules of combination for the different qualifications.

The rules of combination are included (see Section 3 Qualification Structures) and it is important to use only those option units listed and approved for each qualification.

1Qualification summaries and keyinformation

2Centre resource requirements

As part of the approval process, centres must make sure that any specific resources required below are in place before offering units.

Specific resource requirements

For certain units there is aspecific resource requirement for teaching or training practice.

Therequirement isto use an appropriate location for practice that will allow a learner to meet the requirements of the Ofsted teaching standards. Centres should ensure that learners have access to as many opportunities and locations as possible for teaching/training practice.

If a centre wishes to offer any of the Learning and Development competence units it is essential that they have the required approval.This information can be found in Section 7, Centre recognition and approval in the core unit specifications.

Observed and assessed practice

Certain optional units require evidence for assessment and observationto come from the workplace. Where this is the case and observation is required, all those observing and assessing practice should have:

• appropriate qualifications and experience
• current evidence of continuing professional development in assessment andlearning and development
• access to appropriate guidance and support
• on-going participation in related programme quality assurance processes.

The following units require the practice of learners to be observed and/or workplace evidence to be assessed in a teaching and learning environment. This can be with individual learners, groups of learners or a combination of both.

• Unit 9: Assess Occupational Competence in the Work Environment (Level 3)
• Unit 10: Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes (Level 3)
• Unit 11: Delivering Employability Skills (Level 4)
• Unit 12: Develop Learning and Development Programmes (Level 4)
• Unit 13: Developing, using and organising resources within a specialist are (Level 5)
• Unit 15: Engage Learners in the Learning and Development Process (Level 3)
• Unit 16: Engage with Employers to Develop and Support Learning Provision (Level 3)
• Unit 17: Engage with Employers to Facilitate Workforce Development (Level 4)
• Unit 20: Identify the Learning Needs of Organisations (Level 4)
• Unit 21: Inclusive Practice (Level 4)
• Unit 22: Internally Assure the Quality of Assessment (Level 4)
• Unit 26: Specialist Delivery Techniques and Activities (Level 4)

• Unit 27: Teaching in a Specialist Area (Level 4)
• Unit 28: Understanding and Managing Behaviours in a Learning Environment (Level 4)
• Unit 32: Using Study Skills Approaches and Techniques to Enhance the Learning of Others (Level 4)
• Unit 34: Working with the 14-19 Age Range in Education and Training(Level 5)

3Qualificationstructures

The tables below list all mandatory and optional units, to help with programme planning. This document contains only the unit details and portfolio building sheets for the optional units. All further details for the qualification requirements and the mandatory units can be found in the individual specification documents, as indicated under the qualification titles below.

Pearson BTEC Level 4 Certificate in Education and Training (QCF)

Qualification requirements and full details of the mandatory units can be found in Pearson BTEC Level 4 Certificate in Education and Training (QCF) specification ISBN9781446906941.

The learner will need to meet all the requirements outlined in the table below before Pearson can award the qualification.

Mandatory units — for reference purposes only, for full details of core units refer to the specification document

Optional units for the Pearson BTEC Level 4 Certificate in Education and Training(QCF)

* Indicates Learning and Development (L&D) competence and knowledge units.Centres will need Learning and Development approval to offer these units. This information can be found in Section 7, Centre recognition and approval in the core unit specification.

Pearson BTEC Level 5Diploma in Education and Training(QCF)

Qualification requirements and full details of the mandatory units can be found in the Pearson BTEC Level 5 Diploma in Education and Training (QCF) specification ISBN 978144691371 0.

The learner will need to meet all the requirements outlined in the table below before Pearson can award the qualification.

Mandatory units— for reference purposes only, for full details of core units refer to the specification document

Optional units for the Pearson BTEC Level 5 Diploma in Education and Training(QCF)

*Indicates Learning and Development (L&D) competence and knowledge units. Centres will need Learning and Development approval to offer these units. This information can be found in Section 7, Centre Recognition and Approval in the core unit specification.

4Units

Optional units have the following sections:

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are ninelevels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in,for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Target groups

Gives information on the type of learner the unit is aimed at.

Assessment requirements

This section lists any specialist assessment requirements, in line with the Standards Setting Body (Learning and Skills Improvement Service, LSIS, formerly LLUK) guidance and assessment strategies for delivering the unit. The centre will be asked to ensure that these are in place when it seeks approval from Pearson to offer the qualification and specific units. It is recommended that centres write their own assessment activities. It is important to remember that there should be evidence in the course file that assignments have been internally reviewed and moderated.

It is important to recognise that, in addition to the logging and feedback record relating to the assessment criteria, each assignment brief should include:

• dates of issue and for submission
• guidelines for word count where appropriate
• sources/types of appropriate evidence
• any specific guidance to support learners in generating appropriate evidence, including cross referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports
• a reminder to use Harvard referencing for all research materials.

Suggested unit combinations

This section provides recommendations of other units that may be useful to take in conjunction with the unit.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria