Recent Papers 08-17-2022

Unit 506: Developing, Using and Organising Resources in a Specialist Area

LEVEL 5- DIPLOMA IN EDUCATION AND TRAINING (DET) ASSIGNMENT BRIEF

Unit 506: Developing, Using and Organising Resources in a Specialist Area

Introduction

The unit aims to enable learners to develop, use, and organise resources within a specialist subject, vocational or other area. It includes the purpose, development and use of resources, how to organise them and enable access to others. It also includes understanding legal requirements and responsibilities relating to resources and evaluating own practice in their development and use.

You are being judged on whether they have met the assessment criteria and not solely on presentation, spelling, grammar etc. However, a Level 5 qualification requires good presentation and coherent written skills, evidence of a planned autonomous approach to reading and research, clear evidence of substantial reading including professional publication and the ability to analyse, interpret and evaluate relevant information, concepts and ideas. You must demonstrate academic referencing and citing to essential sources including the use of appropriate quotes. Writing must show critical analysis that links theory and principles to their own practice in accordance with professional values and there must be clear evidence of reflection. Tutors may guide you by using the word counts identified with each task, but please note that this is guidance only and not a requirement of the assessment. You should also be reminded that it is the quality of their work that is being judged and not the quantity. 1.1 explain the purpose of resources in teaching and learning.

A Level 5 qualification requires good presentation and coherent written skills, evidence of a planned autonomous approach to reading and research, clear evidence of substantial reading, including professional publication and the ability to analyse, interpret and evaluate relevant information, concepts and ideas. You must demonstrate academic referencing and citing to essential sources including the use of appropriate quotes. Writing must show critical analysis that links theory and principles to their own practice in accordance with professional values and there must be clear

Two lesson observations and few hours of practice are to be performed while doing this unit. Finally, this unit will provide evidence in some form of written assignment to evidence the assessment criteria and may also contribute to some product evidence which will be lodged in the portfolio of teaching evidence.

All tasks should be presented in a professional written format and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes following the Harvard Reference Style.

All your work needs to be submitted in one file through Turnitin Submission Link in Moodle (VLE).

Unit 506: Developing, Using and Organising Resources in a Specialist Area

Unit Learning Outcomes (LOs):

LO 1. Understand the purpose and use of resources in own specialist area

LO 2. Be able to develop and use inclusive resources in own specialist area

LO 3. Understand how to organise and enable access to resources

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

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

Learning Outcomes

Assessment Criteria for Pass

1. Understand the purpose and use of resources

1.1 explain the purpose of resources in teaching and learning.

1.2 evaluate the effectiveness of specific resources from own specialist area in meeting individual learning needs

2. Be able to develop and use inclusive resources in own specialist area

2.1 analyse the principles of resource design.

2.2 evaluate sources that inform resource development in own specialist area.

2.3 analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area.

2.4 analyse ways in which resources can be adapted to enable an inclusive approach in own specialist area.

2.5 design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area.

2.6 employ resources to engage and meet the individual needs of learners in own specialist area.

3. Understand how to organise and enable access to resources

3.1 explain ways in which resources can be classified and stored.

3.2 review ways of sharing resources with other learning professionals.

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

4.1 review legal requirements and responsibilities relating to the development and use of resources.

4.2 analyse the implications of intellectual property rights and copyright for the development and use of resources.

5. Be able to evaluate own practice in relation to development and use of resources in own specialist area

5.1 evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area

5.2 identify own strengths and areas for improvement in relation to development and use of resources in own specialist area

5.3 plan opportunities to improve own skills in development and use of resources in own specialist area.

Assignment Brief Guidance on this Unit 506: Developing, Using and Organising Resources in a Specialist Area

The assignment for this unit consists of 4 individual tasks of Task A, Task B, Task C, Task D:

Task A: Resource Report

  • Task A (Resource Report) covering the Assessment Criteria of 1.1, 1.2 2.1, 2.2, 2.3, 2.4

Task B: Information Booklet

  • Task B (Information Booklet) covering the Assessment Criteria of 3.1, 3.2, 4.1, 4.2
  • LO 1. Understand the purpose and use of resources in own specialist area

Task C: Portfolio of Teaching Evidence

  • Task C (Portfolio of Teaching Evidence) covering the Assessment Criteria of 2.5, 2.6

Task D: Reflective Account and Plan

  • Task D (Reflective Account and Plan) covering the Assessment Criteria of 5.1, 5.2, 5.3

You are also urged to complete some practice and a minimum of two hours of assessed observation of practice that has achieved the required standard of practice. It is not possible to achieve this unit without completing some hours of practice. There is no transfer of practice or assessed observations of practice allowed in this unit. 1.1 explain the purpose of resources in teaching and learning.

Task A Evidence to be handed in: One Resource report using the Harvard Reference Style of Referencing

Produce a report which covers the following:

Funding has been allocated to review and develop resources within your specialist area. You have been asked to lead on this project and produce a report.

Task A: Research Report

You have decided to review your current resources and:

(1.1) explain the purpose of resources in teaching and learning

(1.2) evaluate the effectiveness of specific resources in meeting individual learning needs in teaching and learning contexts

The outcome of the review is that new resources are required. In order to design appropriate resources, your report needs to include:

(2.1) an analysis of the principles of resource design

(2.2) an evaluation of sources that inform resource development

(2.3) an analysis of how theories, principles and models of inclusive curriculum design can be used to inform resource development.

Having designed and used your resources with learners conclude your report by: (2.4) analyse ways in which resources can be adapted to enable an inclusive approach. Unit 506: Developing, Using and Organising Resources in a Specialist Area

Your report should be presented in a professional written format of your choice and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes.

When you have designed the resources, it should form part of the teaching portfolio of evidence. For example you can produce paper resources or electronic resources. Evidence of the resources may include photographs, screen shots and hand-outs. LO 1Understand the purpose and use of resources in own specialist area

Assessment feedback should comment on the effectiveness and appropriate use of the resources designed and developed.

You should produce the report in a professional written format and may include tables and diagrams where appropriate. It is envisaged that the report would have an estimated word count of 1500 – 2000 words, equivalent to 6-8 pages. The word count does not include the bibliograph.

Task B Evidence to be handed in: Information Booklet using the Harvard Reference Style of Referencing

Task B: (Information Booklet)

As part of the project, you are required to produce an information booklet in which you:

(3.1) explain ways in which resources can be classified and stored

(3.2) review ways of sharing resources with other learning professionals

(4.1) review legal requirements and responsibilities relating to the development and use of resources

(4.2) analyse the implications of intellectual property rights and copyright for the development and use of resources.

Unit 506: Developing, Using and Organising Resources in a Specialist Area. Your information booklet should be presented in a professional written format of your choice and include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes. 1.1 explain the purpose of resources in teaching and learning.

You should produce the information booklet in a professional written format and may include tables and diagrams where appropriate. It is envisaged that the information booklet would have an estimated word count of 750 –1000 words, equivalent to 2-3 pages. However please note that this is guidance only and not a requirement of the assessment. The word count does not include the bibliography.

Task C Evidence to be handed in: Portfolio of teaching evidence Task C: In your teaching portfolio, provide evidence that you have:

(2.5) designed resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in your specialist area

(2.6) employed resources to engage and meet the individual needs of learners in your specialist area.

You must refer to the table at the start of this document which identifies the criteria from each unit which must be provided. You should include evidence for 2.5 and 2.6.

Samples of evidences from teaching practice needed for portfolio.

Please note that there is a requirement to observe and assess practice in this task.

Task D Evidence to be handed in: Reflective Account and Plan using the Harvard Reference Style of Referencing

Task D: Provide a reflective account in which you:

(5.1) evaluate the effectiveness of own practice in relation to development and use of resources to engage and meet the individual needs of learners in own specialist area

(5.2) identify own strengths and areas for improvement in relation to development and use of resources in own specialist area

(5.3) produce a plan which identifies opportunities to improve your own skills in the development and use of resources.

Your reflective account and plan may be presented in any written format of your choice.

You may produce the reflective account in a professional written format. The plan could be in the form of a CPD plan (REFLECT), action plan, PDP etc.

It is envisaged that the reflective account would have an estimated word count of 500 –750 words, equivalent to 2-3 pages.

Make sure you use academic form of writing in your reflective account. This includes linking research coherently to their writing and using referencing, such as a bibliography, citing and quotes

Merge all your tasks in one file to be submitted through Turnitin

LO 1. Understand the purpose and use of resources in own specialist area

Date (Week Commencing)

Session No (Week No)

Topic/ Activities

09/05/2022

1

Introduction/ Task A: 1.1, 1.2/ ILP

16/5/2022

2

Task A: 2.1, 2.2, 2.3/ILP

23/5/2022

3

Task A: 2.3, 2.4/ILP

30/5/2022

4

Reading Week & Formative Submission

6/6/2022

5

Discussion about Formative Feedback

(one-to-one session) & Task B: 3.1, 3.2

 

13/6/2022

6

Discussion about Formative Feedback (one-to-one session) & Task B: 4.1, 4.2

20/6/2022

7

Task C: 2.5, 2.6/ Recap on LO 4

27/6/2022

8

Task D: 5.1, 5.2/UES

4/7/2022

9

Task D: 5.2, 5.3/ Feedback (One-to-one session)/ UES

11/7/2022

10

Feedback (One-to-one session)/ UES

18/7/2022

11

Reading Week & Summative Submission

Suggested Resources for Unit 506: Developing, Using and Organising Resources in a Specialist Area

Books

Ashcroft K & James D (eds) – The Creative Professional: Learning to Teach 14-19-Year-Olds (Falmer, 1998)

Beere J – The Perfect (Ofsted) Lesson (Crown House Publishing, 2010) ISBN 9781845904609

Gadsby C – Perfect Assessment for Learning (Independent Thinking Press, 2012) ISBN 9781781350027

Gould. J – Learning Theory and Classroom Practice in the LLLS, (Learning Matters, 2012), ISBN 9780857258175 1.1 explain the purpose of resources in teaching and learning.

Gravells A and Simpson S – Planning and Enabling Learning in the Lifelong Learning Sector (Learning Matters, 2010)

Kidd W & Czerniawski G – Successful Teaching 14-19 (2011), Sage Publications ISBN 9781848607125

Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson Thornes, 2009) ISBN 9781408504529

Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Ed (Learning Matters, 2011) ISBN 978085725102

Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition

(Learning Matters, 2009) ISBN 97818444518

Tummons J – Curriculum Studies in the LLLS, (Learning Matters, 2011) ISBN 978184441937

Wallace S – The Lifelong Learning Sector Reflective Reader (2010), (Learning Matters, 2010) ISBN 978184445296

Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011) 9780857250629

Journals and/or magazines

Times Educational Supplement – FE Focus Times Higher Education weekly – newspaper Professional/vocational journals

Websites

Society of Education and Training website for updates and CPD information Geoff Petty online teaching resources and community

Times Educational Supplement Website BBC News for education updates

Education and Skills Funding UK Government Policies Centre for Research in Lifelong Learning

City and Guilds Awarding Body LO 1. Understand the purpose and use of resources in own specialist area

https://www.cityandguilds.com/qualifications-and-apprenticeships/learning/teaching/6502-education-and-training#

Learning and Skills Improvement Service

The National Institute of Adult Continuing Education (England & Wales) (NIACE) The National Institute of Adult Continuing Education (England & Wales) (NIACE) https://youtu.be/0YOqgXjynd0 Video on Theories, Concepts and Understanding. 1.1 explain the purpose of resources in teaching and learning.

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