Qualification: FETC Stage 2 Level 4 (old NQF)
| DTLLS Part One Level 4 | ||||
|---|---|---|---|---|
| Unit title | Preparing to Teach in the Lifelong Learning Sector | Planning and Enabling Learning | Enabling Learning and Assessment | Theories and Principles for Planning and Enabling Learning |
| PTLLS | P&E | EL&A | TPP&EL | |
| Credit Value | 6 | 9 | 15 | 15 |
| Coverage | Full | Full | Part | Part |
Coverage
Part: There is insufficient coverage of the learning outcomes and assessment criteria of this unit. Awarding institutions may be prepared to accept additional evidence to ensure sufficiency of coverage.
What the Full or Part Tariff does not cover - The Full or Part Tariff does not mean that the requirements for teaching practice, and where relevant, assessed teaching observations have been met. Where these requirements have not been met this will be addressed by awarding institutions or other relevant bodies. CTLLS also requires completion of a 6 credit Optional Unit
There may be further information on the relevant coverage page.
Guidance on TOP UP, APEL or CPD
Critique the implications of equality and diversity issues in assessment for teachers and learners
Justify the selection and/or design and use of formal and informal assessment methods and tools used in own specialist area
Apply and justify the appropriate skills and approaches in giving verbal and written feedback to learner
Changes over time
- Analyse the application of theories and principles of assessment in relation to practice in own specialist area.
- Analyse the role of assessment in evaluation and quality processes.
- Critically discuss the implications of equality and diversity issues in assessment for teachers and learners.
- Plan and/or design and use assessment schemes, methods and instruments that are fair, valid, reliable, sufficient and appropriate for learners, using new and emerging technologies where appropriate.
- Justify the selection and /or design and use of formal and informal assessment methods and tools used in own specialist area.
- Record, and report on learner progress and achievement, using organisation and/or awarding institution protocols and procedures as required.
- Apply minimum core specifications in literacy to improve own practice.
- Apply minimum core specifications in language to improve own practice.
- Apply minimum core specifications in mathematics to improve own practice.
- Apply minimum core specifications in ICT user skills to improve own practice.
- Plan and take up appropriate development opportunities to improve own practice in relation to formal and informal assessment.
Classes of Qualification
For the period 2001-2007 the Tariff relates to classes of legacy qualifications. They are mapped to the units of assessment in the New overarching professional standards for teachers, tutors and trainers. The Tariff does not map individually named qualifications from specific Awarding Institutions, unless specifically identified as such. Consequently any legacy qualification may go beyond the Tariff. However it is the responsibility of the Awarding Institution (HEIs and NABs) to justify and declare where their students should enter a post September 2007 programme in terms of advanced standing, or any Accreditation of Prior Achievement (APA) from legacy qualifications from that same awarding institution. The Tariff provides consistency of treatment for those students moving between awarding institutions.
