Learner name:

Learner number:

H/503/5391

VRQ

UV51224

Developing, using and organising resources within the lifelong learning sector

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

UV51224Developing, using and organising resources within the lifelong learning sector

The aim of this unit is to enable you to develop, use and organise resources within the lifelong learning sector. It includes the purpose, development and use of resources and how to organise them and enable access to others. You will understand legal requirements and responsibilities relating to resources and evaluate your own practice in their development and use.

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GLH

Credit value

Level

Observation(s)

External paper(s)

50

15

5

2

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

Developing, using and organising resources within the lifelong learning sector

1. Be able to develop and use inclusive resources

2. Understand the purpose and use of resources

3. Understand how to organise and enable access to resources

4. Understand legal requirements and responsibilities relating to the development and use of resources

5. Understand how to evaluate own practice in relation to development and use of resources

1. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

2. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated to your assessor on at least two occasions.

3. Range All ranges must be practically demonstrated or other forms of evidence produced to show they have been covered.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this

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unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and ranges in this unit. All outcomes and ranges must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving observation outcomes Achieving range

Achieving observations and range

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Your assessor will observe your performance of practical tasks. The minimum number of observations required is indicated in the evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be required to produce supplementary evidence or asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through oral questioning.

Your assessor will sign off an outcome when all criteria have been competently achieved.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation. Where this is not possible other forms of evidence may be produced. All ranges must be covered.

Your assessor will document the portfolio reference once a range has been competently achieved.

4

Outcome 1

Observations

You can:

*May be assessed through oral questioning.

Be able to develop and use inclusive resources

a. Employ resources to engage and meet the individual needs of learners in own specialist area

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Observation 1 2 OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Range

You must practically demonstrate that you have:

Delivered learning using both types of resources Portfolio reference

Paper-based

Audiovisual/ICT

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Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

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Knowledge

Outcome 1

Be able to develop and use inclusive resources

You can: Portfolio reference

b. Analyse principles of resource design

c. Evaluate sources which inform resource development

d. Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development

e. Analyse ways in which resources can be adapted to enable an inclusive approach

f. Design resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area

g. Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area

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Outcome 2

Understand the purpose and use of resources

You can: Portfolio reference

a. Explain the purpose of resources in learning and teaching

b. Evaluate the effectiveness of specific resources in meeting individual learning needs in learning and teaching contexts

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Outcome 3

Understand how to organise and enable access to resources

You can: Portfolio reference

a. Explain ways in which resources can be classified and stored

b. Review ways of sharing resources with other learning professionals

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Outcome 4

Understand legal requirements and responsibilities relating to the development and use of resources

You can: Portfolio reference

a. Review legal requirements and responsibilities relating to the development and use of resources

b. Analyse the implications of intellectual property rights and copyright for the development and use of resources

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Outcome 5

Understand how to evaluate own practice in relation to development and use of resources

You can: Portfolio reference

a. Analyse the effectiveness of own practice in relation to development and use of resources

b. Identify own strengths and areas for improvement in relation to development and use of resources

c. Plan opportunities to improve own skills in development and use of resources

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Outcome 1: Be able to develop and use inclusive resources

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Employ resources to engage and meet the individual needs of learners in own specialist area: Strengths and limitations of different formats and specific resources, capabilities of learners, learning preferences (e.g. VARK – visual, auditory, reading, kinesthetic).

Analyse principles of resource design: Readability, learners’ levels and corresponding reading ages, SMOG (McLaughlin formula/polysyllable count), current research and literature relating to resource design.

Evaluate sources which inform resource development: Characteristics of individual learners/target group, learning needs and preferences, media, subject specialist requirements and developments (e.g. trade shows, best practice seminars, exhibitions, networking), evaluation theory (e.g. Brookfield’s lenses).

Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development: Equality legislation, curriculum ideology (e.g. academic, liberal, progressive, instrumental, democratic), models of curriculum delivery (e.g. linear, modular, spiral), current research and literature relating to resource development.

Analyse ways in which resources can be adapted to enable an inclusive approach: Copyright issues, the concept of the safe learner (including identifying own health and safety responsibilities, identification of prohibitions and restrictions, data protection

legislation), organisational policies and practices (e.g. equality and diversity, stereotyping, discrimination, equality legislation), impact of legislation on own practice, learning preferences (e.g. VARK), SMOG (McLaughlin formula/polysyllable count), readability of resources, strengths and limitations of a range of resources (e.g. paper-based, IT-based, practical), representation of cultural differences, nature of specific learning difficulties and disabilities, barriers to adaptations available.

Design resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist areas: Capabilities of the learners, availability of resources, financial constraints, strengths and limitations of different formats and specific resources, appropriateness of resources to suit different learning and teaching methods, copyright, inclusive communication, equality legislation, capability of the developer, barriers to adaptations available.

Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area: Evaluation theory (e.g. Brookfield’s lenses), use of feedback from a range of suitable sources (e.g. self, learners, peers, stakeholders), strengths and limitations of different formats and specific resources, capabilities of learners, nature of specific difficulties and disabilities, learning preferences (e.g. VARK).

Outcome 3: Understand how to organise and enable access to resources

Explain ways in which resources can be classified and stored: Centralised storage, commonly used resources centralised, resources localised but with staff retaining control, all resources localised allowing near complete access by staff and learners, IT storage.

Review ways of sharing resources with other learning professionals: Localised resources allowing near complete access by staff and learners, VLE (virtual learning environment – internet/intranet), IT storage and file sharing/access, networking.

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Outcome 2: Understand the purpose and use of resources

Explain the purpose of resources in learning and teaching: Teaching resources (e.g. material/hardware/software/services designed for use by teachers), learning resources (e.g. material/hardware/software/services designed to complement understanding or designed as alternative to ‘traditional’ taught approach), resources to support cognitive learning, resources to promote psychomotor learning, resources to help learning to continue in learner’s own time or in subsequent learning sessions.

Evaluate the effectiveness of specific resources in meeting individual learning needs in learning and teaching contexts: Different contexts of learning and teaching (e.g. formal/non-formal/informal, individual learning needs, learning preferences, barriers to learning, minimising potential barriers to ensure resources are accessible to all, consideration of existing resources

(e.g. strengths and limitations), needs of the learner in relation to the resource (e.g. level of complexity), use of images, different formats available (e.g. paper-based, IT-based, practical objects), equality legislation, nature of specific learning difficulties and disabilities, capabilities of learners, evaluation theory (e.g. Brookfield’s lenses), use of feedback from a range of suitable sources (e.g. learners, peers, self, stakeholders).

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Outcome 4: Understand legal requirements and responsibilities relating to the development and use of resources

Review legal requirements and responsibilities relating to the development and use of resources: Copyright issues, own and organisational health and safety responsibilities, identification of prohibitions and restrictions, data protection legislation, organisational policies and practices (e.g. equality and diversity, stereotyping, discrimination), equality legislation, representation of cultural differences, safeguarding and POVA (Protection of Vulnerable Adults), Ofsted (England), ESTYN (Wales), HMI (Scotland), ETINI (Northern Ireland), Every Child Matters, 5 tenets (stay safe, be healthy, make a positive contribution, enjoy and achieve, achieve economic wellbeing).

Analyse the implications of intellectual property rights and copyright for the development and use of resources: Copyright, data protection legislation, intellectual property of employing organisation, contractual obligations, plagiarism, referencing tools.

Outcome 5: Understand how to evaluate own practice in relation to development and use of resources

Analyse the effectiveness of own practice in relation to development and use of resources: Self-reflection, models of reflection (e.g. Gibbs, Brookfield’s lenses), learner evaluation, using feedback from a range of suitable sources (e.g. learner, fellow practitioners), meeting and sharing of best practice.

Identify own strengths and areas for improvement in relation to development and use of resources: Self-reflection, models of reflection (e.g. Gibbs, Brookfield’s lenses), learner evaluation, using feedback from a range of suitable sources (e.g. learner, fellow practitioners), meeting and sharing of best practice, action planning.

Plan opportunities to improve own skills in development and use of resources: Self-reflection, models of reflection (e.g. Gibbs, Brookfield’s lenses), learner evaluation, using feedback from a range of suitable sources (e.g. learner, fellow practitioners), meeting and sharing of best practice, action planning, SMART targets (specific, measurable, achievable, relevant, timely), review.

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Notes Use this area for making notes and drawing diagrams