Preparing to Teach in The Life-Long Learning Sector

Unit 1: Understand own role, responsibilities and boundaries of role in relation to teaching


Unit aim
The aim of the unit is to enable the candidate to understand the role of the teacher and relevant legislative requirements.


Unit outcomes
The candidate must be able to:
• explain their own role and responsibilities, and the boundaries of their own role as a teacher
• identify key aspects of relevant and current legislative requirements and codes of practice within a specific content
• identify other points of referral available to meet the potential needs of learners
• identify issues of equality and diversity, and ways to promote inclusion
• explain the need for record keeping


Assessment criteria
This unit will be assessed by two assignments covering:
• theory (provided in section 8.1).
• practical skills (provided in section 8.2)


Unit 2: Understand teaching and learning approaches in the specialist area

Unit aim
The aim of the unit is to enable the candidate to understand teaching and learning approaches.


Unit outcomes
The candidate must be able to:
• identify relevant approaches to teaching and learning in relation to the specialist area
• explain ways to embed elements of Functional Skills in the specialist area
• justify the selection of teaching and learning approaches for a specific session


Assessment criteria
Candidates must:
• identify and justify the reasons behind their choice of teaching and learning approaches and use of resources in relation to the specialist area, for one of the delivered sessions
• explain ways to embed elements of Functional Skills in their specialist area


Unit 3: Demonstrate session planning skills

Unit aim
The aim of the unit is to enable the candidate to plan and prepare teaching and training sessions.


Unit outcomes
The candidate must be able to:
• plan a teaching and learning session which meets the needs of individual learners
• justify the selection of resources for a specific session


Assessment criteria
Candidates must:
• produce a learning programme/scheme of work in their subject area, for a minimum of six sessions ( the length of each session is to be agreed between the candidate and the tutor).
• Produce session plan(s) (these can be from the scheme of work or different) for a minimum of 30 minutes. This should be a combination of two 15 minute sessions or one 30 minute session for micro-teach or one session of at least 30 minutes for teaching practice.


Unit 4: Understand how to deliver inclusive sessions which motivate learners

Unit aim
The aim of the unit is to enable the candidate to understand how to deliver inclusive sessions which motivate learners and reflective practice.


Unit outcomes
The candidate must be able to:
• explain ways to establish ground rules with learners which underpin behaviour and respect for others
• use a range of effective teaching and learning approaches to engage and motivate learners
• explain and demonstrate good practice in giving feedback
• communicate effectively with learners
• reflect and evaluate the effectiveness of own teaching


Assessment criteria
Candidates must:
• explain the ways in which they would establish ground rules with their learners, which underpin behaviour and respect for others
• deliver micro-teaching session, demonstrating a selection of teaching and learning approaches to engage and motivate learners.
• obtain feedback from peers and tutor, completing a self-evaluation to reflect and evaluate the effectiveness of their teaching role. Give feedback to their peers regarding their delivery
• complete a learning journal after each assignment (Candidates may choose their own format for learning journals throughout the programme, however, Form 8 should be used to summarise each assignment).
• Complete a summative profile and action plan.


Unit 5: Understand the use of different assessment methods and the need for record keeping

Unit aim
The aim of the unit is to enable the candidate to understand the use of different assessment methods and the need for record keeping


Unit outcomes
The candidate must be able to:
• identify different assessment methods
• explain the use of assessment methods in different contexts, including reference to initial assessment
• explain the need for record keeping in relation to assessment


Assessment criteria
Candidates must:
• state the different assessment methods available and explain the ones they would use for their subject area, including reference to initial assessment.
• state the types of assessment records they would complete and explain why.

Delivery:	Classroom
Regions:	Scotland
Category:	Teacher Training