7302 Level 3 Certificate in Delivering Learning: An ...

7302 Level 3 Certificate in Delivering Learning: An Introduction Guide for Centres

January 2006

7302 Level 3 Certificate in Delivering Learning: An Introduction 2


Contents

Guidance Introduction to the award 5Structure of the award 6Assessment 6Appeals 7Quality assurance 7Programme delivery and design 9Use of documentation 9Specific guidance for Unit 5 9Equal opportunities 10Registration 10Certification 10Summary of registration and certification procedures 11Centre and scheme approval 11Key Skills signposting 12Citizenship and PSHE 13Suggested reading 14

Units Unit 1: Key principles of delivering learning 15Unit 2: Learning programmes 17Unit 3: Planning and preparing sessions, and delivery of a micro-teaching session 19Unit 4: Learning journal and summative profile 21Unit 5: Case study 23List of appendices 25Sample forms (Appendix A) 27Assessment feedback sheets (Appendix B) 47Tutorial review form (Appendix C) 57Case studies (Appendix D) 59Contacts 63



Guidance

Introduction to the award This award is aimed at candidates who: • would like or require an introduction to delivering teaching/training or • are seeking career progression within their area of work or • may not currently be teaching/training, therefore are unable to follow the related

N/SVQ programme or • require evidence towards the underpinning knowledge for the N/SVQ in Learning and

Development Level 3. The award is suitable for those who work or want to work as: • teachers in adult and community education, providing they are qualified/experienced

in the subject they intend to teach. The decision as to what constitutes appropriate entry qualifications/experience is at the discretion of the centre

• teachers/trainers in the voluntary sector • training personnel in commerce, industry, the public sector or HM Forces. This award is related to the following City & Guilds awards: 7302 Level 3 Diploma in Delivering Learning; 7407 Certificate in Further Education Teaching (Level 4); 7318 Learning and Development awards (Level 3). The award is designed to contribute towards the skills, knowledge and understanding for the Further Education National Training Organisation (FENTO) and the Employment National Training Organisation (ENTO) occupational standards. The award provides an introduction for those new to teaching and training or those wishing to teach or train. It offers a useful progression route into the City & Guilds 7407 award. It is designed as a qualification which will equip a wide range of teachers/trainers and facilitators to deliver learning. The award is designed to enable candidates to: • adopt an integrative approach to the theory and practice of teaching and training • reflect on their own previous/current levels of experience, practice and skills, and

areas for development • identify principles of learning, teaching, assessment and evaluation • develop communication and inter-personal skills • develop an awareness of their professional role.


Structure of the award • Unit 1: Key principles of delivering learning • Unit 2: Learning programmes • Unit 3: Planning and preparing sessions, and delivery of a micro-teaching session • Unit 4: Learning journal and summative profile • Unit 5: Case study. To achieve the Certificate, candidates must successfully complete all the assessment activities for all five units.

Candidates achieving one or more units will be issued with a Certificate of Unit Credit listing the units achieved.

Assessment National standards and rigorous quality assurance are maintained by the use of assessments. Each unit within the award has an assessment set by City & Guilds and marked by the centre. Quality assurance is provided by the centre and monitored by City & Guilds’ external verification system, to ensure that national standards are maintained. The assessment for Unit 5, the case study, must be marked by a member of the 7302 course team who is not the candidate’s tutor. This fulfills the requirement for a degree of independent assessment within the award.

Unit Component number

Assessment Grade

Unit 1: Key principles of delivering learning

7302-02-011 Learning and reflection

PASS/REFER

Unit 2: Learning programmes

7302-02-012 Produce a scheme of work, including three session plans

PASS/REFER

Unit 3: Planning and preparing sessions, and delivery of a micro-teaching session

7302-02-013 Prepare and deliver a micro-teaching session. Evaluate the session

PASS/REFER

Unit 4: Learning journal and summative profile

7302-02-014 Complete learning journals, summative profile and personal statement

PASS/REFER

Unit 5: Case Study 7302-02-015 Complete a case study based on the course as a whole

PASS/REFER


The assessments provided are mandatory and alternatives are not acceptable. All work presented by candidates must be either word-processed or legibly handwritten in ink. For units 1, 2 and 5, centres should complete the assessment feedback sheet (Appendix B) for each candidate. Assessment of candidates’ achievement in the award will be the responsibility of a designated tutor, assisted in many centres by a course team. Other appropriately experienced and qualified personnel may contribute to the assessment process. When marking candidates’ work, the tutor/independent marker should use his/her professional judgment to ensure that all the assessment criteria have been met. For candidates with particular requirements, centres should refer to the City & Guilds policy document, Access to Assessment: Candidates with particular requirements.

Appeals This section relates to appeals against results from assessment of work. It is a condition of centre approval that all centres must ensure that there is an appeals procedure available to all candidates. The appeals procedure documentation must be submitted to City & Guilds in the scheme approval submission. If a candidate appeals against the result of an assessment, the course tutor should try to resolve the problem in the first instance. It should then be referred to the Internal Verifier, and following that, the Centre Quality Assurance Coordinator. If the problem cannot be satisfactorily resolved, the External Verifier should be approached, to offer independent advice. All appeals must be clearly documented by the centre coordinator and made available to the External Verifier and/or City & Guilds, as appropriate.

Quality assurance Centres should have in place an effective quality assurance system. In addition, City & Guilds appoints a subject-specific External Verifier (EV) to monitor standards and to provide advice and guidance.

Quality assurance systems include initial centre approval, scheme approval and the centre's own procedures for monitoring quality. Details of City & Guilds criteria and procedures, including roles of centre staff and EVs, can be found in Providing City & Guilds Qualifications: A guide to centre and scheme approval. However, the following is a summary of the key roles involved in the successful implementation and assessment of the scheme.

The role of the centre co-ordinator is to: • liaise with City & Guilds • identify, to the candidate, their tutor, independent marker and Internal Verifier, at the

beginning of their programme • identify, within the programme delivery team, the role of the tutor, independent

marker and Internal Verifier • provide a programme for delivery of the award • plan and manage the implementation of the award


• ensure there are adequate resources, both staff and materials • maintain and evidence continuing professional development of her/himself and the

programme delivery team • maintain the quality assurance processes • ensure that each candidate undergoes an initial assessment and induction, leading to

an agreed Individual Learning Plan (ILP) / action plan • establish and monitor candidate support systems • ensure that all staff carrying out assessment are familiar with and understand the

assessment requirements • ensure that assignments and candidate evidence are clearly organised and

accessible to the Internal and External Verifier • ensure that all City & Guilds documentation is completed when required • ensure, where several members of staff are involved in the delivery of the award, that

there is a consistent interpretation of the requirements • ensure that an appropriate referral policy is in place.

The role of the tutor is to: • plan, manage and deliver the award • ensure that each candidate is aware of the assessment requirements throughout

their programme of learning • provide guidance and support to candidates on the assessment requirements for

each unit • ensure that the assessment requirements have been met by the candidate • observe and evaluate micro-teaching • provide each candidate with prompt, accurate and constructive feedback within 14

days of submission of each assignment, using the assessment feedback forms provided

• keep accurate and legible records of candidate progress and achievement • meet with the centre coordinator and other tutors to share good practice and maintain

standards.

The role of the independent marker is to: • mark the assignment for Unit 5: Case Study within 14 days of submission • give written feedback using the Assessment Feedback forms provided • record their assessment decision, and sign and date the candidate’s Assessment

Record (Form 1). The role of the Internal Verifier (IV) is to ensure that: • at least one assignment from each candidate/marking tutor is sampled across all five

units (including the independently marked unit) • the work of all personnel contributing to the delivery of the programme is sampled by

a range of methods to include - monitoring tutors’ observations of micro-teaching - discussion with candidates on the learning process and their experiences - records of tutorial review sessions (see Appendix C for an example) - monitoring programme delivery

• records of all sampling activities are monitored and maintained • standardisation activities take place and that records of these activities are

maintained.


The role of the External Verifier (EV) is to ensure that: • initial assessment records are sampled • centres are following the assessment specifications published by City & Guilds • centres interpret unit requirements consistently • centre documentation meets the requirements of City & Guilds • centres carry out internal verification of candidate work • programme delivery is sampled • all units across all tutors and independent markers are sampled • centre standardisation activities take place and are recorded.

Programme delivery and design The programme delivery team, observers and markers should be suitably experienced in an adult teacher or trainer training context. City & Guilds recommends that team members hold either a Certificate in Education or equivalent, NVQ Level 4 in Training & Development or NVQ Level 4 in Learning & Development.

The nature of both the learning and assessment required for the qualification is such that candidates will need reasonable literacy skills, i.e. the ability to read and interpret written tasks, and to write answers in a legible and understandable form. Candidates will also need to be able to organise written information clearly and coherently. Centres must provide candidates with access to, and support in appropriate information and communication technology (ICT).

City & Guilds provides programme delivery support via www.SmartScreen.co.uk.However, as long as the requirements for the award are met, tutors/assessors may design programmes of study in any way that they feel best meets the needs and capabilities of the candidates. Centres may wish to introduce other topics as part of the programme, which will not be assessed through the qualification, for example to meet local needs. The following themes should be taught, where appropriate, as strands running through each of the units within the award. Although they are not specifically referred to in the unit content section of individual units, City & Guilds regards these as essential in the teaching of the course: • health and safety considerations, in particular the need to impress upon candidates

the fact that they must preserve the Health and Safety of others as well as themselves

• Key Skills such as Communication, Application of Number, Information Technology, Working With Others, Improving Own Learning, and Performance and Problem Solving (note that it is unlikely that Application of Number will be addressed)

• inclusion, entitlement and equality issues • spiritual, moral, social and cultural issues • environmental education and related European issues. City & Guilds recommends that a minimum of 40 hours course delivery/tutorial support time should be allocated for this award. Centres should allow additional time for the micro-teaching delivery, at 30 minutes per candidate.


City & Guilds strongly recommends that centres make a visual recording of candidates’ delivery of their session, to enhance effective self-evaluation, and IV and EV sampling.

Use of documentation City & Guilds strongly recommends that centres use all forms provided. Some forms should be used for more than one unit. Please see the guide to use of forms in Appendix A.

Specific guidance for Unit 5 Unit 5 is assessed through a case study which is drawn from the learning outcomes of the other four units within the award. It is designed to assess the candidate’s knowledge of the course in a holistic way. For this reason, City & Guilds recommends that the case study is undertaken towards the end of the candidate’s course of study. This unit must be independently marked, and sampled as part of the centre’s quality assurance procedures.

Equal opportunities Access to this award is open to all, irrespective of gender, race, religion or creed, age or special needs. The centre coordinator should ensure that no candidate is subjected to unfair discrimination on any grounds in relation to access to assessment and to the fairness of the assessment. QCA requires City & Guilds to monitor centres, to check whether equal opportunities policies are being adhered to. The City & Guilds equal opportunities policy can be found in the Directory of Vocational Awards. City & Guilds requires that centres approved to offer assessments leading to its qualifications should inform candidates of the existence of this policy.

Registration Candidates must be registered within 28 days of the beginning of their programme. Centres should submit registrations using Form S or via the Walled Garden, under scheme and complex number 7302-02 (or 7302-92 for the unit route). A Nominal Roll Report (NRR) will then be issued by City & Guilds. This report confirms to centres that the registration application has been received and processed. If there are any problems in the registration process, these will be identified by way of messages or warnings appearing on the NRR that must be acted upon by the centre immediately.

Certification When all assignments have been successfully completed, and marked by the tutor and the independent marker, candidate results should be submitted on Form S or via the Walled Garden for Units 1, 2, 3, 4 and 5. Candidates achieving all five units will be issued with the full Certificate.


Candidates achieving one or more units will be issued with a Certificate of Unit Credit listing the units achieved. Full details on all the above procedures are given in the Directory of Vocational Awards,published annually by City & Guilds. This information is also available on the Walled Garden: www.walled-garden.co.uk .

Summary of registration and certification procedures Step 1 Register candidates for the award, using Form S or the Walled Garden, within 28 days of the beginning of their programme Step 2 Centres receive Nominal Roll Report confirming registered candidates (at this stage, centres must check all candidate details and notify City & Guilds of any inaccuracies Step 3 Centres use Form S or the Walled Garden to claim completion of the components, once these have been marked and internally quality assured. This should include the independently marked component (Unit 5). Step 4 Centres receive a Nominal Roll Report and a Results List, confirming that the claim has been processed. They will also receive certificates at this time.

For further advice and guidance on registration and certification procedures, please contact our Operations Support Team on 020 72942787, or email [email protected]

Centre and scheme approval Centres wishing to offer City & Guilds qualifications must gain approval. New City & Guilds centres must apply for both centre and scheme approval. Full details of the process for both centre and scheme approval are given in Providing City & Guilds Qualifications: a guide to centre and scheme approval, which is available from City & Guilds’ regional offices (see Contacts section). City & Guilds reserves the right to suspend an approved centre, or withdraw from a centre, approval to conduct a particular City & Guilds scheme or particular City & Guilds schemes, for reasons of debt, malpractice or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualifications, or that may prejudice the name of City & Guilds.


Key Skills signposting The 7302 Certificate in Delivering Learning: An Introduction provides opportunities to gather evidence for the accreditation of Key Skills as shown in the table below, although, to gain Key Skills certification, Key Skills would need to be taken as additional awards. Please note that there are issues relating to the levels at which candidates can achieve Key Skills and the form of accreditation required. Unit Communi

-cation Information Technology

Working with others

Improving own learning and performance

Problem solving


C3.1a C3.2 - - -

PS3.1 PS3.2 PS3.3 PS3.4


C3.1a C3.2

IT3.3 WO3.1 WO3.2 WO3.3

LP3.1 LP3.2 LP3.3

PS3.1 PS3.2 PS3.3 PS3.4


C3.1b

-

WO3.1 WO3.2 WO3.3

LP3.1 LP3.2 LP3.3

PS3.1 PS3.2 PS3.3 PS3.4


C3.3 IT3.3 WO3.1 WO3.2 WO3.3

LP3.1 LP3.2 LP3.3

PS3.1 PS3.2 PS3.3 PS3.4

Unit 5: Case Study - - -

LP3.1 LP3.2 LP3.3

-


Citizenship, and Personal, Social and Health Education (PSHE) Why is this important? ‘Citizenship is more than a statutory subject. If taught well and tailored to local needs, its skills and values will enhance democratic life for us all, both rights and responsibilities, beginning in school and radiating out.’ (Bernard Crick – Chairman of the advisory group for citizenship and the teaching of democracy in schools) The 7302 Certificate in Delivering Learning: An Introduction provides opportunities to gather evidence towards Citizenship and PSHE. Please refer to the unit content reference table below.

Table for identification of opportunities for evidence generation for issues of inclusion, entitlement and equality, health and safety, and employment rights and responsibilities

Citizenship Unit

Incl

usio

n,en

title

men

tan

deq

ualit

y

Hea

lthan

dSa

fety

Empl

oym

ent

law

Org

anis

atio

nan

dre

pres

enta

tion

Indu

stry

Spiri

tual

and

mor

al

Ethi

cal

and

cultu

ral

Euro

pean

deve

lopm

ent


� � � - � - � -Unit 2: Planning and preparing sessions

� � � - - - � -

Unit 3: Delivery of a micro-teaching session

� � � - � - � -


� � � � � � � �Unit 5: Learning journal and summative profile

- - - - - � � -


Suggested reading

Recommended introductory texts Curzon L B (1997) Teaching in Further Education: An Outline of Principles and Practice, Cassell ISBN 304702552 Daines J, Daines C and Graham B (1993) Adult Learning, Adult Teaching

Francis M and Gould J (2000) Fast Track to Training: A practical guide to successful teaching and training, A-Train Publishing ISBN 0-9537677-0-1 Gravells A (2006) Delivering Adult Learning – Level 3 Coursebook, Learning Matters, 1844450643 Knowles, M (1990) The Adult Learner: A Neglected Species (4th Edn) ISBN 0 87201 074 0 Petty G (2004) Teaching Today (3nd Edn), Nelson Thornes ISBN 0748785256 Reece I and Walker S (2003) Teaching, Training and Learning: A Practical Guide (5th Edn), Business Education Publishers Ltd ISBN 0907679935 Wallace S, (2005) Teaching and Supporting Learners in Further Education 2nd Ed,Learning Matters ISBN 1844450392

Website addresses www.thosewhocan.co.uk www.smartscreen.co.uk www.vark-learn.com

www.ento.co.uk www.niace.org.uk www.qca.org.uk

www.LSDA.org.uk www.tes.co.uk www.DfES.gov.uk

www.lluk.org.uk

Journals Training journal, Fenman Assessment Matters, ‘Lifetime Careers’, The Careers Service for Wiltshire Adults Learning, NIACE (National Institute for Adult Continuing Education) t Magazine, an independent publication covering the complete spectrum of work, training and further education, and the links between them



Unit summary This unit is about the key principles of delivering learning.

Unit aims This unit aims to enable the candidate to: � identify the principles of learning, teaching and training � acknowledge the basis for individual differences in learning � describe the importance of communication skills. Unit outcomes On successful completion of the unit, the candidate will be able to: � describe the learning environment and identify good and bad learning experiences � identify an appropriate ice breaker activity � explain the importance of learning styles � identify the teacher’s / trainer’s role in planning, managing and delivering learning � reflect on their own learning and practice. Unit content Centres should include the following in the delivery of this unit: � the learning environment; institution-, community-, work- and practice-based � the teaching/training cycle � learning styles � the concepts of adult teaching/training � an introduction to the process of reflective practice. Examples of teaching and learning strategies Ice breaker activities, group discussions, presentations, case studies, completion of learning-style questionnaires, workshop activities, reading, and research activities. Assessment criteria Candidates are required to: � identify and describe one good and one bad personal learning experience, in terms

of the following: - initial assessment - planning - resources - learning activities - teaching methods - assessment - evaluation techniques - the learning environment

� describe how their reflections would ensure that their own delivery is a positive experience for their learners.

City & Guilds recommends a word count of 500 -1000 words.


Relationship to the FENTO and ENTO Standards This unit of the 7302 Level 3 Certificate in Delivering Learning: An Introduction contributes towards the knowledge and skills of the following: The Level 3 NVQ in Learning and Development: � L18.1 Research the ways people learn � L9.1 Develop a good relationship with learners. The FENTO Standards; key areas of teaching: � B2 Identify appropriate teaching and learning techniques � D1 Establish and maintain an effective learning environment � G2 Plan for future practice. Key Skills signposting For suggestions on where evidence could contribute to the Key Skills of Communication, Information Technology, Improving own learning and performance and Problem solving, see the Key Skills signposting section of this document. Note: it is unlikely that Application of Number will be addressed.



Unit summary This unit is about designing training sessions within a learning programme, and the role of the teacher/trainer. The candidate will consider their future teaching/training role, and will prepare a scheme of work and three session plans to indicate the nature of the teaching or training that they can offer or are already involved in. Unit aims This unit aims to enable the candidate to: � recognise the extent and nature of learning within the teaching and training sectors � describe the requirements of a learning programme � identify the rationale for a scheme of work � design learning programmes/schemes of work that meet different learning needs. Unit outcomes On successful completion of the unit, the candidate will be able to: � identify learning options that meet learners needs � design a learning programme/scheme of work � design a sequence of session plans. Unit content Centres should include the following in the delivery of this unit: � the range of organisations that provide learning � how to structure and plan learning programmes/schemes of work � Health and Safety considerations in the design of learning programmes/schemes of

work � entitlement, equality and inclusivity and diversity. Examples of teaching and learning strategies Ice breaker activities, group discussions, tutorials, presentations, workshop activities, case studies, reading, and research activities. Assessment criteria Candidates are required to produce a learning programme/scheme of work in their subject area, for a minimum of six sessions (Form 3), to include: � who the sessions are for � aims/objectives � duration of the sessions � learning activities � resources and assessment methods � any other relevant information. Candidates are also required to produce three session plans from the learning programme/scheme of work.


Relationship to the FENTO and ENTO Standards This unit of the 7302 Level 3 Certificate in Delivering Learning: An Introduction contributes towards the knowledge and skills of the following: The Level 3 NVQ in Learning and Development: � L4.1 Choose options for meeting learners’ needs � L4.2 Design learning programmes for learners.

The FENTO Standards; key areas of teaching: � A1 Identify and plan for the needs of potential learners � G2 Plan for future practice. Key Skills signposting For suggestions on where evidence could contribute to the Key Skills of Communication, Information Technology, Improving own learning and performance and Problem solving, see the Key Skills signposting section of this document. Note: it is unlikely that Application of Number will be addressed.


Unit 3: Planning and delivery of a micro-teaching session

Unit summary This unit is about the planning, preparation, delivery and evaluation of teaching/training sessions. Unit aims This unit aims to enable the candidate to: � describe the required outcomes of learning � use appropriate learning activities and assessment techniques � use resources to support learning � create an effective learning environment � review and evaluate own performance. Unit outcomes On successful completion of the unit the candidate will be able to: � write learning aims/objectives/outcomes for a teaching/training session � produce a session plan to be used for micro teaching which consolidates and

assesses learning � deliver their planned micro-teaching session � review and evaluate their micro-teaching session. Unit content Centres should include the following in the delivery of this unit: � consolidation of learning from Units 1 and 2 � how to create a good working relationship with learners � how to present, instruct and demonstrate � ways of reviewing own performance � ways of assessing and providing feedback. Examples of teaching and learning strategies Ice breaker activities, group discussions, tutorials, discussion groups, presentations, workshop activities, case studies, reading and research activities. Assessment criteria Candidates are required to produce a session plan for delivery of a 30 minute micro- teaching session (Form 4) to include: � required aims/objectives/outcomes � teaching and learning activities, including timings � appropriate resources to support learning. Candidates are required to deliver and evaluate the micro-teaching session that they have planned. The observation report completed by the tutor (Form 5), the candidate evaluation (Form 6) and the peer group evaluation (Form 7) should be included.


Centres are strongly recommended to make a visual recording of the candidate’s session. It may be beneficial for candidates to view the recording in their own time to enhance effective self-evaluation. The recording should also be used to provide additional evidence for the Internal and External Verifier. Relationship to the FENTO and ENTO standards This unit of the 7302 Level 3 Certificate in Delivering Learning: An Introduction contributes towards the knowledge and skills of the following: The Level 3 NVQ in Learning and Development: � L6.1 Identify options for training sessions � L7.1 Develop learning materials � L7.2 Choose materials to support learning � L6.2 Deliver training sessions for learners � L10.1 Give presentations to groups � L11.1 Demonstrate skills and methods to learners � L11.2 Instruct learners.

The FENTO Standards; key areas of teaching: � B1 Identify the required outcomes of the learning programme � B2 Identify appropriate teaching and learning techniques � D5 Select and develop resources to support learning � C2 Facilitate learning in groups � D2 Plan and structure learning activities � F1 Use appropriate assessment methods to measure learning and achievement. Key Skills signposting For suggestions on where evidence could contribute to the Key Skills of Communication, Information Technology, Improving own learning and performance and Problem solving, see the Key Skills signposting section of this document. Note: it is unlikely that Application of Number will be addressed.



Unit summary This unit is about the key principles of reflective practice. Unit aims This unit aims to enable the candidate to: � value reflective practice � apply the principles of reflective practice to their own learning � identify own strengths, weaknesses and areas for development. Unit outcomes On successful completion of the unit, the candidate will be able to: � recognise their own learning through participation on the programme � reflect on their own learning and practice � action plan for their own development. Unit content Centres should include the following in the delivery of this unit: � ways of reviewing own practice � opportunities for professional development. Examples of teaching and learning strategies Ice breaker activities, group discussions, tutorials, discussion groups, presentations, workshop activities, case studies, reading and research activities. Assessment The outcome of this unit will be assessed by completion of a learning journal/summative profile, and personal statement. �� The Learning Journal (Form 8): Candidates should focus on their development as they progress through units 1,2 and 3 of the programme. The learning journal should be completed during the programme, as it is focused on the course content. �� The Summative Profile and Personal Statement (Forms 9 and 10): This should be completed at the end of the programme. This will enable the candidate to action plan effectively for their continuing professional development. Relationship to the FENTO and ENTO standards This unit of the 7302 Level 3 Certificate in Delivering Learning: An Introduction contributes towards the knowledge and skills of the following: The Level 3 NVQ in Learning and Development: � G 3.1 Evaluate own practice � G 3.2 Identify self development needs. The FENTO Standards; key Areas of teaching: � G 2 Plan for future practice.


Key Skills signposting For suggestions on where evidence could contribute to the Key Skills of Communication, Information Technology, Improving own learning and performance and Problem solving, see the Key Skills signposting section of this document. Note: it is unlikely that Application of Number will be addressed.


Unit 5: Case study

Unit summary This unit is designed to consolidate the knowledge and experience gained through completion of the other four units. The unit aims, outcomes and content are an amalgamation of those of the other units. The candidate will be given a scenario, based on the delivery of a teaching/training session, and will answer questions on the issues faced by the teacher/trainer as a result of that situation. Completion of the case study The candidate should be given the case study towards the end of the programme to complete individually, in their own time. Completion of the case study does not need to be supervised or invigilated. Candidates must sign a declaration confirming that the work is their own. The completed case study must be marked by a member of the 7302 course team who is not the candidate’s tutor. Four scenarios are provided. Centres should select a case study that is appropriate for their candidates. See Appendix D for case studies. When marking candidates’ work, the independent marker should use his/her professional judgement to ensure that all the questions have been answered satisfactorily. City & Guilds recommends a word count of between 500-1000 words for the case study.



7302 Certificate in Delivering Learning: An Introduction

APPENDICES

Appendix A: Forms

FORM 1 Assessment record All units FORM 2 Assignment front sheet All units FORM 3 Scheme of work Unit 2 FORM 4 Session plan Unit 2, Unit 3 FORM 5 Observation report Unit 3 FORM 6 Self evaluation Unit 3 FORM 7 Peer group evaluation Unit 3 FORM 8 Learning journal Unit 4 FORM 9 Summative profile Unit 4 FORM 10 Personal statement and action plan Unit 4

Appendix B: Assessment feedback forms Appendix C: Example Tutorial Review Appendix D: Unit 5 Case Studies. Candidates must complete one.




FORM 1: ASSESSMENT RECORD

Candidate Name

Enrolment number

Centre Name

Centre number

Assessments Pass/ Refer

Marker signature and date

IV signature and date (if sampled)

EV signature and date (if sampled)

Unit 1: Key principles of delivering learning Unit 2: Learning programmes


Unit 4: Learning journal and summative profile Unit 5: Case study

Name of tutor ………………………………………………………………………..……………. Name of independent marker …………………………………………………………………… Name of Internal Verifier …………………………………………………………………….…..

Certification can now be claimed for all successful units Signed (Internal Verifier) ………………………………………….. Date ……………………..




FORM 2: ASSIGNMENT FRONT SHEET

Candidate name Enrolment number

Date issued Date handed in Marking tutor Date marked

Grade

Date re-marked (if referred)

Grade

I confirm that the evidence for this unit is authentic and a true representation of my own work.

Signature of candidate ……………………………………………….. Date …………………

UNIT


FORM 3: PROGRAMME/SCHEME OF WORK Teacher/trainer:

Course/Qualification Group Year

No of Lessons Total Guided Learning Hours Venue

Aim of course

Dates Objectives/learning outcomes Activities and resources Assessment

Dates Objectives/learning outcomes Activities and resources Assessment

FORM 4: SESSION PLANTeacher/trainer Date RoomCourse/topic Time DurationAim

Timing Objectives/learningoutcomes

Resources Teacher/Trainer Activities Learner Activities Assessment

Timing Objectives/learningoutcomes

Resources Teacher/Trainer Activities Learner Activities Assessment

SELF EVALUATION:Strengths Areas for development Action & improvements required

7302 Level 3 Certificate in Delivering Learning: An Introduction

35


FORM 5: OBSERVATION REPORT

Name of candidate: Date:

Title of session: Length of session:

Preparation Did the candidate:

Y/N Comments:

check the environment and resources beforehand?

take into account any health & safety issues?

ensure there were enough resources for all participants?

have a session plan to show: aim/objectives/learning outcomes?

Delivery Did the candidate:

Y/N Comments:

deliver an introduction, main content and conclusion? establish and maintain a rapport with the group?

demonstrate knowledge of their subject?

take into account different learning styles?

use a range of activities?

use relevant resources as appropriate?

communicate effectively?

7302 Level 3 Certificate in Delivering Learning: An Introduction

36

appear confident and professional?

take into account entitlement, equality, inclusivity and diversity?

Monitoring Did the candidate:

Y/N Comments:

ask questions and involve the group where appropriate? give positive feedback where relevant? summarise the session?

achieve their aim/objective/learning outcomes?

clear the area afterwards?

evaluate their session?

Overall feedback:

Marking tutor signature: ………………………………Name: …………………….. Date: ….……………………..

Number of peer group evaluations handed in: ………………………………………………………………………


7302 Certificate in Delivering Learning: An Introduction FORM 6: MICRO-TEACHING SELF EVALUATION Session date: Delivered by:


Strengths:

Area for development:

Action required to improve the same session for the future:

Candidate signature: ………………………………………………………….. Date: …………………………….....




FORM 7: MICRO-TEACHING PEER GROUP EVALUATION Session date: Delivered by:


Strengths:

Areas for development:

Action required to improve the same session for the future:

This feedback can remain confidential, or you may sign your name if you wish.

Name: …………………………………………………………... Signature: …………………………………………




FORM 8: LEARNING JOURNAL (A separate learning journal is required for each unit and/or session)

The main points I have learnt from this unit are:

How I could develop my delivery as a result of this unit:

How I will use the knowledge I have gained from this unit:

Candidate signature: ……………………………………………….. Date: ……………………….........

Name of Candidate: Unit:




FORM 9: SUMMATIVE PROFILE (to be completed at the end of the programme)

Name of Candidate: Name of Tutor:

Professional qualifications/experience I already have that will help me gain a teaching/training position:

Subject/specialist area I wish to teach:

My overall development as a result of attending this programme:

Candidate signature: ……………………………………………….. Date: ……………………………….................




FORM 10: PERSONAL STATEMENT AND ACTION PLAN (to be completed at the end of the programme)

Name of candidate:

Name of tutor:

Personal Statement: Where I am now and what I wish to do in the future:

Strengths:

Areas for development:

Action Plan: What I intend to do now to help me gain a teaching/training position:

Candidate signature: ……………………………………………….. Date: ………………………….........................




ASSESSMENT FEEDBACK FORM 1

Unit 1 Assignment: Key principles of delivering learning Learning and reflection 1 Identify and describe one good and one bad personal learning experience, in terms of

the following: � initial assessment � planning � resources � learning activities � teaching methods � assessment � evaluation techniques � the learning environment.

2 Describe how their reflections would ensure that their own delivery is a positive experience for their learners.

City & Guilds recommends the use of a word-processor, and a word count of 500 - 1000 words. This assignment will be graded PASS or REFER. It should be submitted for marking within two weeks of being set by the tutor. Candidate’s name: ENR No:

Marker’s feedback:

Marker’s name: Date: IV’s name (if sampled): Date:





Unit 2 Assignment: Learning programmes Produce a learning programme/scheme of work including three session plans 1 Produce a learning programme/scheme of work in their subject area, for a minimum of

six sessions, to include: � who the sessions are for � aims/objectives/outcomes � duration of the sessions � learning activities � resources and assessment methods � any other relevant information.

2 Produce three session plans from the learning programme/scheme of work. Proformas are provided for use in this assignment. The assignment will be graded PASS or REFER. It should be submitted for marking within two weeks of being set by the tutor. Candidate’s name: ENR No:







Unit 3 Assignment: Planning and preparing sessions, and delivery of a micro-teaching session

Prepare and deliver a micro-teaching session. Evaluate the session. Produce a session plan for delivery of a 30 minute micro-teaching session, to include: � required aims/objectives/outcomes � teaching and learning activities, including timings � appropriate resources to support learning. Deliver and evaluate the micro-teaching session. Proformas are provided for use in this assignment. The observation report completed by the tutor and the candidate, and peer evaluations should be included. Centres are strongly recommended to make a visual recording of your session. It may be beneficial for you to view the recording in your own time to enhance effective self-evaluation. The recording should also be used to provide additional evidence for the Internal and External Verifier. The assignment will be graded PASS or REFER. It should be submitted for marking within two weeks of being set by the tutor. Candidate’s name: ENR No:







Unit 4 Assignment: Learning journal and summative profile Complete a learning journal/summative profile, and personal statement 1 A learning journal should be completed for units 1, 2 and 3. 2 A summative profile should be completed at the end of the programme. 3 A personal statement and action plan should be completed at the end of the

programme. Proformas are provided for use in this assignment. The assignment will be graded PASS or REFER. It should be submitted for marking within two weeks of being set by the tutor. Candidate’s name: ENR No:







Unit 5 Assignment: Case study Complete a case study based on the course as a whole Four scenarios are provided. There are four questions based on the scenarios. Centres should select a case study that is appropriate for their candidates. City & Guilds recommends the use of a word-processor, and a word count of 500 - 1000 words. The completed case study must be marked by a member of the 7302 course team who is not the candidate’s tutor or the IV. The assignment will be graded PASS or REFER. It should be submitted for marking within two weeks of being set by the tutor. Case Study number

Candidate’s name: ENR No:

Independent marker’s feedback:

Independent marker’s name: Date: IV’s name: Date:



7302 Certificate in Delivering Learning: An Introduction APPENDIX C: TUTORIAL REVIEW Candidate:

Tutor:

General Comments/Update from last tutorial:

Issues discussed today:

Action required: By When:

Candidate signature: ……………………………………………….. .Date: …………………...

Tutor signature: ………………………………………….……………Date: ……………………



Case Study 1

Background A local company, Mills Incorporated, has recently been taken over by a large multi-national and has now approached your organisation to run a series of staff development sessions. Your manager has met the HR director who has commissioned the training and has discussed with her the course objectives, the length of the programme and the outcomes that the company wants from it. The director has also told your line manager that the programme has been commissioned specifically to support staff to meet the new services and products that the company has recently developed. You have been nominated to design and deliver the programme. Learner profile Rather than volunteer their attendance, all 15 of the people nominated for the programme have been strongly advised to attend. Additionally, they have all been with the company for some considerable time and know each other well. You have already met them on site at an initial briefing session and found them to be a very quiet group.

Timing The learning programme has been scheduled to run as a twilight session, starting at 6.00 pm. and finishing at 9.00 pm. It is planned to run for ten weeks, which will include two assessments; one in Week 5 and one in Week 9. Accommodation You have been asked to deliver the programme on the company premises, and have been given access to their extensive training suite. This comprises: � a large conference room with a big central table surrounded by chairs � a small coffee area with a drinks machine and a number of tables and comfortable

chairs � a computer room with access to the internet � two small breakaway rooms. There is also a range of up-to-date equipment, including interactive white boards and PowerPoint presentation equipment. Questions When you have read the case study above, answer the following questions. 1 What challenges have you identified in the background information that would have an

impact on you as a trainer/facilitator and the way that you would work with the group? (Identify at least three challenges and state the teaching/training skills used to overcome them)

2 Outline the issues that you feel could affect the group’s learning in relation to the timing of the programme. How could you motivate the members of the group, in light of these issues? (Identify and explain at least three issues)

3 Describe an activity that you could use as an icebreaker with the group. Explain how it might be used to gain their confidence and establish a learning environment.

4 What use could you make of the accommodation and equipment in the training room to minimise the impact of the challenges that you have identified? Give reasons for your decisions.


Case Study 2

Background Your company gives all new employees an induction into the organisation. However, due to long term absence by the trainer, this has not been undertaken for over six months. The training programme is all documented and lasts three consecutive days. Your manager has asked you to plan and deliver the training. Learner profile There are 12 people who need to participate in the induction programme � 4 will be new to the organisation that week � 4 have been working in the organisation for 5 weeks � 4 have been working in the organisation for 10 weeks. Timing The programme has been scheduled for Wednesday, Thursday and Friday next week from 9.30am to 4.30pm each day. Accommodation The programme will be delivered in the organisation’s training room. This has � tables and chairs which are easily moved � access to a coffee machine outside the door � flipcharts and stands � a power point projector and laptop computer. Questions When you have read the case study above, answer the following questions. 1 What challenges have you identified in the background information that would have an






Case Study 3

Background You work for a training provider who provides training for external clients. You have been asked to deliver a two hour session on Quality, an area of work that you are a specialist, to all 100 employees. The Management are working towards an International Quality Mark and see this training as a key area to gaining this award. Learner profile There are 100 employees who need to take part in your training. They are from all areas of the organisation. Some of the employees have taken part in other Quality Initiatives which the Company has then not proceeded with. Timing You have been asked to deliver the training over a three week period in groups of 20. Accommodation The training will take place in the company’s boardroom. This consists of a large table with chairs around it (18 chairs easily, 20 at a push). They have said that they will hire a PowerPoint projector if you need one. A flipchart and stand is also available. Questions When you have read the case study above, please answer the following questions. 1 What challenges have you identified in the background information that would have an






Case Study 4

Background You work as a volunteer for a community organisation which has links with your local College of Further Education. Both groups are keen to work together on a project which will benefit the local community. You have been asked to undertake three planning sessions with the representatives from both groups. Learner profile The group will consist of eight representatives from the college and eight representatives from your community organisation. The college representatives are from different areas of the college and are full time or part time staff and may not have worked together before. The representatives from your organisation are all familiar with each other and are used to working together. Timing The sessions have been arranged for three Wednesdays at two-week intervals and are from 6.00pm to 8.00pm. Accommodation Sessions 1 and 3 will be in a college classroom and session 2 in a room in your community centre. There are good teaching facilities in the college classroom but in the community centre all you will have available is a flipchart and stand. Questions When you have read the case study above, answer the following questions. 1 What challenges have you identified in the background information that would have an






Contacts For further information regarding centre/scheme approval or any aspect of this award, refer to the relevant City & Guilds regional/national office:

Region Telephone Facsimile

City & Guilds Scotland 0131 226 1556

0131 226 1558

City & Guilds North East 0191 402 5100

0191 402 5101

City & Guilds North West 01925 897900

01925 897925

City & Guilds Yorkshire 0113 380 8500

0113 380 8525

City & Guilds Wales 02920 748600

02920 748625

City & Guilds West Midlands 0121 503 8900

0121 359 7734

City & Guilds East Midlands 01773 842900

01773 833030

City & Guilds South West 01823 722200

01823 444231

City & Guilds London and South East 020 7294 2820

020 7294 2419

City & Guilds Southern England 020 7294 2677

020 7294 2412

City & Guilds East 01480 308300

01480 308325

City & Guilds Northern Ireland 028 9032 5689

028 9031 2917

City & Guilds Head Office – Customer Service Enquiry Unit

020 7294 2800

020 7294 2400

City & Guilds Ireland 003 5316319308 003 5316319489

Publications/Sales 020 7294 2850

020 7294 2400

Web sites: www.city-and-guilds.co.ukwww.smartscreen.co.uk

Other queries General queries on City & Guilds’ Customer Relations: 020 72942800 products and services : email: [email protected]

Centre/scheme approval: Your City & Guilds regional/national office Verification issues or queries External verifier in the first instance on the operation of a scheme: then City & Guilds regional/national office Use of documentation : External verifier in the first instance, then City & Guilds regional/national office For copies of publications: Contact Publications/Sales or order using 'Walled

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7302 Level 3 Certificate in Delivering Learning: An ...

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