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TQUK Level 4 Certificate in Education and Training (RQF)

Key Qualification Facts

As a Training Organisation, The Training and Recruitment House is accredited by TQUK/HABC/IOSH. This course leads to certification in the Training Qualifications UK Level 4 Certificate in Education and Training.

Qualification number: 601/2136/1
Credit value: 36
Assessment method: Portfolio of Evidence.  30 Hours of Teaching.
Guided learning hours (GLH): 140 GLH
Total qualification time (TQT): 360

Group A - 21 credits must be achieved from this group.

Understanding roles, responsibilities and relationships in education and training H/505/0053 (NB If you have completed this unit in a Level 3 Award in Education and Training you may be able to claim RPL for this unit and be exempt from completing it)

Planning to meet the needs of learners in education and training A/505/1189

Delivering education and training M/5050122

Assessing learners in education and training F/505/0125

Using resources for education and training L/505/0127

Group B - 15 credits must be achieved from this group.

We recommend that you complete this unit Teaching in a specialist area J/505/1096

Entry Requirements

In order to complete this qualification, learners are required to:
• Be a minimum of 19 years of age.

There are no other formal entry requirements however it is recommended that Learners have a minimum of Level 2 in numeracy/literacy.

Delivery Options

This Qualification is available as a Classroom or an Online version.  

How do I book onto the Course?

You can book your place on our Website or Contact us on 02838 39 45 80

You can also email us at info@thetrainingandrecruitmenthouse.co.uk

In a hurry?  You can start the course online today.

Course Cost

This course costs £1000 inclusive of VAT, assessments, books and materials.  Discounts are available for multiple and group bookings.

Learning Outcomes

Understanding roles, responsibilities and relationships in education and training

1.Understand the teaching role and responsibilities in education and training

1.1 Explain the teaching role and responsibilities in education and training
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.3 Explain ways to promote equality and value diversity
1.4 Explain why it is important to identify and meet individual learner needs
2.Understand ways to maintain a safe and supportive learning environment
2.1 Explain ways to maintain a safe and supportive learning environment
2.2 Explain the importance of promoting appropriate behaviour and respect for others
3.Understand the relationships between teachers and other professionals in education and training
3.1 Explain how the teaching role involves working with other professionals
3.2 Explain the boundaries between the teaching role and other professional roles
3.3 Describe points of referral to meet the individual needs of learners.

Planning to meet the needs of learners in education and training

1.Be able to use initial and diagnostic assessment to agree individual learning goals with learners
1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals
1.2 Use methods of initial and diagnostic assessment to negotiate and agree individual learning goals with learners
1.3 Record learners’ individual learning goals
2.Be able to plan inclusive teaching and learning in accordance with internal and external requirements
2.1 Devise a scheme of work in accordance with internal and external requirements
2.2 Design teaching and learning plans which meet the aims and individual needs of all learners and curriculum requirements
2.3 Explain how own planning meets the individual needs of learners
2.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners
2.5 Identify opportunities for learners to provide feedback to inform inclusive practice
3. Be able to implement the minimum core in planning inclusive teaching and learning
3.1 Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning
3.2 Apply minimum core elements in planning inclusive teaching and learning

4.Be able to evaluate own practicewhen planning inclusive teaching and learning
4.1 Review the effectiveness of own practice when planning to meet the individual needs of learners, taking account of the views of learners and others
4.2 Identify areas for improvement in own planning to meet the individual needs of learners

Delivering education and training

1.Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements
1.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
1.2 Create an inclusive teaching and learning environment
1.3 Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements
2.Be able to communicate with learners and other learning professionals to promote learning and progression
2.1 Analyse benefits and limitations of communication methods and media used in own area of specialism
2.2 Use communication methods and media to meet individual learner needs
2.3 Communicate with other learning professionals to meet individual learner needs and encourage progression
3.Be able to use technologies in delivering inclusive teaching and learning
3.1 Analyse benefits and limitations of technologies used in own area of specialism
3.2 Use technologies to enhance teaching and meet individual learner needs
4.Be able to implement the minimum core when delivering inclusive teaching and learning
4.1 Analyse ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning
4.2 Apply minimum core elements in delivering inclusive teaching and learning

5.Be able to evaluate own practice in delivering inclusive teaching and learning
5.1 Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others
5.2 Identify areas for improvement in own practice in meeting the individual needs of learners

Assessing learners in education and training

1.Be able to use types and methods of assessment to meet the needs of individual learners
1.1 Explain the purposes of types of assessment used in education and training
1.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
1.3 Use types and methods of assessment to meet the individual needs of learners
1.4 Use peer- and self-assessment to promote learners’ involvement and personal responsibility in the assessment for, and of, their learning
1.5 Use questioning and feedback to contribute to the assessment process
2.Be able to carry out assessments in accordance with internal and external requirements
2.1 Identify the internal and external assessment requirements and related procedures of learning programmes
2.2 Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current
2.3 Conduct assessments in line with internal and external requirements.
2.4 Record the outcomes of assessments to meet internal and external requirements
2.5 Communicate assessment information to other professionals with an interest in learner achievement
3.Be able to implement the minimum core when assessing
3.1 Analyse ways in which minimum core elements can be demonstrated in assessing learners

3.2 Apply minimum core elements in assessing learners
4.Be able to evaluate own assessment practice
4.1 Review the effectiveness of own assessment practice taking account of the views of learners and others
4.2 Identify areas for improvement in own assessment practice.

Using resources for education and training

1.Be able to use resources in the delivery of inclusive teaching and learning
1.1 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners
1.2 Use resources to promote equality, value diversity and meet the individual needs of learners
1.3 Adapt resources to meet the individual needs of learners
2.Be able to implement the minimum core when using resources in the delivery of inclusive teaching and learning.
2.1 Analyse ways in which minimum core elements can be demonstrated when using resources for inclusive teaching and learning
2.2 Apply minimum core elements when using resources for inclusive teaching and learning
3.Be able to evaluate own use of resources in the delivery of inclusive teaching and learning.
3.1 Review the effectiveness of own practice in using resources to meet the individual needs of learners, taking account of the views of learners and others
3.2 Identify areas for improvement in own use of resources to meet the individual needs of learners.

Teaching in a specialist area

1.Understand the aims and philosophy of education and training in a specialist area
1.1 Explain key aims of education and training in own specialist area
1.2 Analyse philosophical issues relating to education and training in own specialist area
2.Understand the aims and structure of key qualifications and learning programmes available to learners in a specialist area
2.1 Describe the aims and structure of key qualifications in own specialist area
2.2 Describe the aims and structure of learning programmes in own specialist area
2.3 Explain how own approach to planning and preparation for the delivery of a learning programme in own specialist area enables its aims to be met
3.Understand principles of inclusive teaching and learning and key curriculum issues in a specialist area
3.1 Analyse the inclusiveness of own approach to the planning and preparation of a learning programme in own specialist area
3.2 Explain how own approach to the planning and preparation of a learning programme in own specialist area takes account of key curriculum issues, including the role of new and emerging technologies
4.Understand how to use resources for inclusive teaching and learning in a specialist area
4.1 Analyse ways in which teaching and learning resources, including new and emerging technologies, meet the individual needs of learners in own  specialist area
4.2 Analyse the inclusiveness of own use of teaching and learning resources in a specialist area
5.Be able to work with others within a specialist area to
5.1 Liaise with others within a specialist area to develop own practice

5.2 Review the impact of liaison with other teachers and trainers within own specialist area on own practice
6.Be able to evaluate, improve and update own knowledge and skills in a specialist area
6.1 Review the effectiveness of own knowledge and skills in a specialist area
6.2 Identify own strengths and areas for improvement in relation to practice in a specialist area
6.3 Identify opportunities to improve and update own knowledge and skills in a specialist area

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