Learner name:

Learner number:

Y/503/1242

VRQ

UV30760

Using inclusive learning and teaching approaches in lifelong learning

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

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

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

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.

UV30760Using inclusive learning and teaching approaches in lifelong learning

The aim of this unit is to enable you to plan and deliver an inclusive learning and teaching session. It requires the delivery of a microteaching session, and evaluation of own and peer delivery practice.

UV30760_v11

GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

1

0

On completion of this unit you will:

Learning outcomes

Evidence requirements

Using inclusive learning and teaching approaches in lifelong learning

1. Be able to deliver inclusive learning and teaching sessions

2. Be able to plan inclusive learning and teaching sessions

3. Be able to evaluate own practice in delivering inclusive learning and teaching

1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

3. 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.

4. Microteaching You should be involved in at least one hour of microteaching. You must deliver at least one 15 minute microteaching session which should be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.

5. Observation outcomes Competent performance of ‘Observation’ outcomes must be demonstrated to your assessor on at least one occasion.

UV30760 3

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

7. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

8. 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.

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

Achieving observation outcomes Achieving range

Achieving observations and range

UV30760

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

Microteaching sign off

One hour of microteaching must be carried out to achieve this unit. This must include at least 15 minutes delivery which must be observed and assessed by a member of the delivery team. For the additional 45 minutes, you can either deliver additional microteaching sessions or observe the microteaching sessions of other learners.

Your assessor will complete the table below when the mandatory microteaching element (one hour) has been completed and documented in your portfolio of evidence.

Date achieved Assessor initials

Outcome 1

Observations

You can:

*May be assessed through oral questioning.

Be able to deliver inclusive learning and teaching sessions

a. Apply learning and teaching approaches to meet the needs of learners

b. Use resources to meet the needs of learners

c. Communicate with learners to meet their needs and aid their understanding

d. Provide constructive feedback to learners

UV30760 5

Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Range

*You must practically demonstrate that you have:

Used a minimum of 3 resources Portfolio reference

Handouts

Audio visual aids

Teacher devised work packs

Virtual Learning Environment (VLE)

Textbook/course manual

Used a minimum of 1 feedback method Portfolio reference

Oral feedback

Written feedback

UV307606

*It is strongly recommended that all range items are practically demonstrated. Where this is not possible, other forms of evidence may be produced to demonstrate competence.

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.

UV30760 7

Knowledge

Outcome 2

Be able to plan inclusive learning and teaching sessions

You can: Portfolio reference /Assessor initials*

a. Plan a session for learning and teaching that meets the needs of learners

b. Justify the selection of approaches to meet the needs of learners

c. Plan assessment methods to meet the needs of learners

*Assessor initials to be inserted if orally questioned.

UV307608

Outcome 3

Be able to evaluate own practice in delivering inclusive learning and teaching

You can: Portfolio reference /Assessor initials*

a. Reflect on own approaches to delivering inclusive learning and teaching

b. Identify areas for improvement in own practice

*Assessor initials to be inserted if orally questioned.

UV30760 9

Outcome 1: Be able to deliver inclusive learning and teaching sessions

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.

UV3076010

Learning approaches to meet the needs of learners: Learning preferences, teaching methods (training session, lecture, role play, discussion, demonstration), minimising barriers to learning, verbal and non-verbal communication, audio/visual aids, formal and informal communication, explaining, listening and responding to learners, questioning skills, spelling, punctuation and grammar in written communications, establishing and maintaining effective relationships, negotiating/promoting learners’ participation, contributing to group discussions, extracting, summarising, responding, probing and reflecting, voice projection, stress and intonation, motivation theory (e.g. Maslow, Herzberg, McGregor), differentiation, classroom management, assessment strategies.

Use of resources to meet the needs of learners: Handouts (design, matching to learners’ needs and abilities, including those with learning difficulties and disabilities, hearing or sight impairment, font type, font size, SMOG test, white space, images, layout, colour), case studies, notes, summaries, videos, textbooks, exemplar materials, adaptation of existing and commercial packages, audio and visual aids, personal computers/packages, CD ROM, internet, intranet, virtual learning environment, (VLE), active board/interactive board, learner centred activities, access to teacher devised learning packages, learning networks, email discussion groups and notice boards, ICT role in producing assignments,

recording assessment, attendance and achievement, learning stereotyping, communicate with learners to meet their needs and understanding, written, verbal and non-verbal communication, inclusive language.

Provide constructive feedback to learners: Clear, constructive feedback on assessment outcomes, within agreed timescale, negotiating with learners, interactive, appropriate environment and language, specific to assessment requirements (objective), feedback ‘sandwich’ (praise-criticism-praise), identifying assessment outcomes as basis of improvement/target setting, measuring, achievement in setting goals/action planning, use of feedback from range of appropriate sources, e.g. work based assessor, timely reviews, learner reflection.

Outcome 2: Be able to plan inclusive learning and teaching sessions

UV30760 11

Plan learning and teaching sessions: Learning preferences, Blooms taxonomy of learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), schemes of work, aims and objectives, lesson plans (timing, content, purpose), incorporating appropriate teaching and learning strategies, specialist requirements, VARK (visual audio, reading, kinaesthetic) learning, group work, question and answer, variation, assessment methods (e.g. observation, oral questioning, written questions, project based, assignments), time management, the importance of not doing too much, allowing enough time for different activities, barriers to learning, legislation impacting on own practice.

Justify the selection of approaches to meet the needs of learners: Learning theory and assessment theory (including andragogy, pedagogy, behaviourism, cognitivism, humanism and socially situated learning e.g. Skinner, Gestalt, Piaget), motivation theory (e.g. Maslow, Herzberg, McGregor), reflective practice.

Plan assessment methods to meet the needs of learners: Assessment methods (e.g. observation, oral questioning, written questions, project based, assignments, formal/informal/paper based/non-paper based), knowledge of awarding organisation evidence requirements, initial assessment, formative assessment to assist learning, summative assessment to make a decision on competence.

Outcome 3: Be able to evaluate own practice in delivering inclusive learning and teaching

Reflect on own approaches to delivering inclusive learning and teaching: Models of reflection (e.g. Gibbs, Schön), self reflective practice, learner evaluation, peer evaluation (teacher, tutor, team, organisation, stakeholders), timing of evaluation, highlighting areas for development, mapping evaluation into teaching activities, sharing opportunities for engaging learners, evaluation during, at end and after course.

Identify areas for improvement in own practice: Qualitative and quantitative data collection, evaluation through open and closed questioning, satisfaction with approach to teaching and learning, attitude of teacher, appropriateness of

variety of learning activities, opportunities for differentiation in recognising different learners’ needs, suitability of resources including ICT, appropriate support, assessment to meet learner/course and organisational requirements, suggestions for areas for improvement.

UV3076012

Notes Use this area for making notes and drawing diagrams