Qualification: ITSSAR Instructor (fork lift truck)
| CTLLS Level 3 | |||
|---|---|---|---|
| Unit title | Preparing to Teach in the Lifelong Learning Sector | Planning and Enabling Learning | Principles and Practices of Assessment |
| PTLLS | P&E | PPA | |
| Credit Value | 6 | 9 | 3 |
| Coverage | Part | 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
Establish and maintain an inclusive learning environment.
Devise a scheme of work which meets the aims and needs of learners.
Plan the appropriate use of a variety of delivery methods, explaining the choice.
Identify opportunities for learners to provide feedback to inform practice.
Use a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met.
Select / adapt and use a range of inclusive resources to promote inclusive learning and teaching.
Use different communication methods and skills to meet the needs of learners and the organisation.
Liaise with other relevant parties to effectively meet the needs of learners.
Changes over time
- Explain ways of planning, negotiating and recording appropriate learning goals with learners. Explain ways in which session plans can be adapted to the individual needs of learners.
- Identify the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.
- Identify literacy, language, numeracy and ICT skills which are integral to own specialist area.
- Liaise with other relevant parties to effectively meet the needs of learners.
- Apply minimum core specifications in literacy to improve own practice.
- Apply minimum core specifications in language to improve own practice.
- Apply minimum core specification in mathematics to improve own practice.
- Apply minimum core specifications in ICT user skills to improve own practice.
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.
