Qualification Guidance For awarding organisations Level 5 Diploma in Education and Training (Mathematics: Numeracy) (QCF) Level 5 Diploma in Teaching Mathematics: Numeracy (QCF) Updated May 2013 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Contents Glossary ....................................................................................................................................... Section 1 Introduction 1.1 Purpose of this document ............................................................................................................ 4 1.2 How to use this document ........................................................................................................... 4 1.3 Background........................................................................................................................................ 6 1.4 The design features of the qualifications ............................................................................... 6 Section 2 Level 5 Diploma in Education and Training (Mathematics: Numeracy) (QCF) 2.1 Qualification structure at a glance ............................................................................................ 8 2.2 Purpose of the qualification ........................................................................................................ 9 2.3 Credit value of the qualification ................................................................................................. 9 2.4 Guided learning hours (GLH) for the qualification .............................................................. 9 2.5 Age range for Ofqual purposes ................................................................................................. 9 2.6 Entry requirements for literacy, numeracy and ESOL teacher training programmes ..................................................................................................................................................... 10 2.7 Minimum core of literacy, language, numeracy and ICT ................................................ 10 2.8 Links to other qualifications in the Education and Training suite................................ 12 2.9 Contextualisation of mandatory units ................................................................................... 13 2.10 Practice requirement .................................................................................................................... 13 2.11 Transfer of practice ....................................................................................................................... 15 2.12 Requirements for those delivering units and/or observing and assessing practice 16 2.13 Rules of combination ................................................................................................................... 17 2.14 Units of assessment ...................................................................................................................... 19 Section 3 Level 5 Diploma in Teaching Mathematics: Numeracy (QCF) 3.1 Qualification structure at a glance .......................................................................................... 52 3.2 Purpose of the qualification ...................................................................................................... 53 3.3 Credit value of the qualification ............................................................................................... 53 3.4 Guided learning hours (GLH) for the qualification ............................................................ 53 3.5 Age range for Ofqual purposes ............................................................................................... 53 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 1 of 82 3 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy 3.6 Entry requirements for literacy, numeracy and ESOL teacher training programmes ..................................................................................................................................................... 53 3.7 Links to other qualifications in the Education and Training suite................................ 54 3.8 Practice requirement .................................................................................................................... 54 3.9 Transfer of practice ....................................................................................................................... 56 3.10 Requirements for those delivering units and/or observing and assessing practice 56 3.11 Rules of combination ................................................................................................................... 57 3.12 Units of assessment ...................................................................................................................... 58 Annex 1 Overview of the Education and Training qualifications (2013) ...................... 73 Annex 2 Summary of practice, including observed and assessed practice, requirements for the mandatory units .............................................................. 76 Annex 3 Links between the specialist standalone qualifications and Level 5 Diplomas in Education and Training including those with a specialist pathway ................................................................................................................. 81 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 2 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Glossary This table gives definitions for the terms and acronyms used in this document. Acronym / Definition Term Credit One credit equates to ten notional hours of learning (QCF) ESOL English for speakers of other languages GLH Guided learning hours (as defined by the Skills Funding Agency) ITE Initial teacher education LLUK Lifelong Learning UK LSIS Learning and Skills Improvement Service Ofqual Office of Qualifications and Examinations Regulation PTLLS (Award in) Preparing to Teach in the Lifelong Learning Sector QCF Qualifications and Credit Framework RITS Regulatory Information Technology System Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 3 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Section 1 1.1 Introduction Purpose of this document This document provides the technical information needed by awarding organisations to develop the following qualifications in the Qualifications and Credit Framework (QCF): Level 5 Diploma in Education and Training (Mathematics: Numeracy) (QCF): integrated qualification Level 5 Diploma in Teaching Mathematics: Numeracy (QCF): standalone qualification. These qualifications replace: Level 5 Diploma in Teaching Mathematics: Numeracy in the Lifelong Learning Sector (QCF) Level 5 Diploma in teaching Mathematics: Numeracy (QCF) 2011. This document does not provide general information about the suite of teaching qualifications being introduced from 2013 for the further education and skills sector. This is available in a separate LSIS guidance document, Teaching and Training Qualifications for the Further Education and Skills Sector in England (2013): Guidance for employers and practitioners (LSIS, 2013). 1.2 How to use this document The document is arranged as follows: Section 1 provides background and brief design features for the qualifications. Section 2 gives details of the qualification requirements and the rules of combination for the Level 5 Diploma in Education and Training (Mathematics: Numeracy). It also includes information on the minimum core of literacy, language, numeracy and ICT. Section 3 gives details of the qualification requirements and the rules of combination for the Level 5 Diploma in Teaching Mathematics: Numeracy. The mandatory and specialist units in the Level 5 Diploma in Education and Training (Mathematics: Numeracy) and the Level 5 Diploma in Teaching Mathematics: Numeracy are included in this document. The optional units of assessment for the Level 5 Diploma in Education and Training (Mathematics: Numeracy) are available in a separate guidance Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 4 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 5 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy 1.3 Background An LSIS review of qualifications for teachers and trainers in the further education and skills sector was undertaken in 2012. The proposal for a specialist Level 5 Diploma in Education and Training (Mathematics: Numeracy) and a standalone Level 5 Diploma in Teaching1 Mathematics: Numeracy was supported as part of a suite of generic and specialist teaching and training qualifications. More information about the findings of the review can be found in the report, Further Education and Skills in England: New Qualifications for Teachers and Trainers: Phase Two – Findings Report (LSIS, 2013). The Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector (LLUK, 2006) were outside the scope of the review. These standards will continue to underpin practice in the sector alongside the 2013 teaching qualifications. LSIS does not consider that there is a need to develop smaller qualifications or qualifications at lower levels for teachers of numeracy at this time. Providers offering the generic Level 3 Award in Education and Training and/or the generic Level 4 Certificate in Education and Training may contextualise those qualifications to any subject or context if that is considered valuable. LSIS has agreed with the Department for Business, Innovation and Skills (BIS) that there should be a phased introduction of the 2013 qualifications as this will respect the different development cycles of awarding organisations and higher education institutions. The companion document, Application of the professional standards for teachers of Mathematics (Numeracy) (LLUK, 2007), details the knowledge, understanding and professional practice to be demonstrated by teachers of mathematics (numeracy). This guidance will also underpin the new numeracy teaching qualifications. An overview of the 2013 qualifications is available in Annex 1. 1.4 The design features of the qualifications The design features of the 2013 qualifications are consistent with the main design features of the QCF. Knowledge and understanding of the QCF is a pre-requisite for awarding organisations to be able to specify the qualification requirements. An up-to-date introduction to the QCF can be found on the Ofqual website. 1 Teaching’ is used in the document as a generic term that covers teachers, tutors, trainers, lecturers and instructors Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 6 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Units of assessment The units that make up the Level 5 Diploma in Education and Training (Mathematics: Numeracy) and the Level 5 Diploma in teaching Mathematics: Numeracy qualifications are available for awarding organisations in the Regulatory Information Technology System (RITS) of Ofqual. When an awarding organisation has a qualification accredited, there will be public access to the units in the Ofqual Register of Regulated Qualifications. Credit achievement and the rules of combination for these qualifications are based on units of two different kinds: mandatory units and optional units. The distinctions are based on the regulatory requirements of the QCF: Mandatory units: as the QCF term implies, these units must be completed in order for the qualification to be achieved. Optional units: this QCF term refers to units from which a learner may select one or more in order to achieve the required number of credits for award of the qualification. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 7 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Section 2 Level 5 Diploma in Education and Training (Mathematics: Numeracy) (QCF) 2.1 Qualification structure at a glance Level 5 Diploma in Education and Training (Mathematics: Numeracy) 120 credits Group A 105 credits must be achieved from this group Teaching, learning and Theories, principles and assessment in education models in education and and training (Mathematics: training Numeracy) 20 credits 20 credits Level 4 Level 5 Mandatory unit Mandatory unit Developing teaching, Wider professional practice learning and assessment in and development in education and training education and training (Mathematics: Numeracy) 20 credits 15 credits Level 5 Level 5 Mandatory unit Numeracy knowledge and Mandatory unit Numeracy and the learners understanding 15 credits Level 5 Mandatory unit 15 credits Level 5 Mandatory unit Group B 15 credits must be achieved from this group 15 credits Level 4 or 5 Optional unit group Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 8 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 2.2 Purpose of the qualification This Level 5 Diploma in Education and Training (Mathematics: Numeracy) qualification has been developed for teachers of numeracy in discrete/targeted provision including teaching staff in specialist provision. However, teachers in other contexts may find it of value. This qualification is appropriate for: individuals not currently teaching and training, who wish to teach numeracy in particular and who can meet the practice, including the observed and assessed practice, requirements of the qualification; individuals who are currently teaching and training (including those who have just begun teaching and training) who wish to teach numeracy in particular and do not already hold a generic teaching qualification. They must be able to meet the practice, including the observed and assessed practice, requirements, of the qualification. In this qualification, units from the Level 5 Diploma in Education and Training and knowledge units from the standalone Level 5 Diploma in Teaching Mathematics: Numeracy are combined to provide specialist training for teaching numeracy. The majority of the content in this qualification should be contextualised to teaching numeracy. All practice must be in the context of teaching numeracy. Level 5 is the minimum level for this qualification. Awarding organisations may wish to develop this qualification at levels higher than this. The primary purpose and content of the qualifications is the same, whatever the level. The purpose of the qualification in the QCF is to ‘confirm occupational competence’ (D1). 2.3 Credit value of the qualification 120 credits 2.4 Guided learning hours (GLH) for the qualification 370 GLH 2.5 Age range for Ofqual purposes These qualifications are listed as appropriate for learners of 19+ Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 9 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 2.6 Entry requirements for literacy, numeracy and ESOL teacher training programmes There is an entry requirement for those wishing to join programmes leading to qualifications for teachers of English (literacy and/or ESOL) and mathematics (numeracy). Potential teacher trainees will need to evidence Level 3 personal skills in English or mathematics, as appropriate. This entry requirement applies to all the Level 5 diploma qualifications for teachers of English (ESOL and/or literacy) and mathematics (numeracy) detailed in this and other LSIS qualification guidance documents. The entry criteria, and how they may be evidenced, are detailed in the separate document, Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher training in the lifelong learning sector (LLUK, June 2007, amended 2010). LSIS qualification guidance has been issued for two Level 3 awards that cover the entry criteria in English and mathematics (the Award in English for Literacy and Language Teaching and the Award in Mathematics for Numeracy Teaching). This development has been welcomed by providers of ‘bridging’ programmes for potential trainees needing to improve their skills before joining a teacher training programme. There are no other nationally agreed entry requirements. 2.7 Minimum core of literacy, language, numeracy and ICT The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. The minimum core document comprises three sections: Language and literacy Numeracy Information and communication technology (ICT). Each of these sections comprises two parts: Part A – knowledge and understanding Part B – personal skills. Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT are included in the teaching qualifications. Details can be found in the document, Addressing Literacy, Language, Numeracy and ICT needs in education and Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 10 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) training: Defining the minimum core of teachers’ knowledge, understanding and personal skills. A guide for initial teacher education programmes (LLUK, 2007; updated LSIS, 2013). Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 11 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Requirements for knowledge and understanding elements Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following units: Teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 4) Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 5). Requirements for personal skills in English, mathematics and ICT elements All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. If trainees join the qualification programme having already completed a Level 3 Award in Education and Training or a Level 4 Certificate in Education and Training, their record of development needs and any previous actions taken to address them should inform opportunities to continue the development of these skills as required by the appropriate minimum core elements. Opportunities to develop these personal skills should be made available across the mandatory units as a minimum. LSIS supports opportunities to develop these skills throughout a teacher education programme. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role. 2.8 Links to other qualifications in the Education and Training suite Individuals are not required to have achieved a Level 3 Award in Education and Training or a Level 4 Certificate in Education and Training before undertaking a Level 5 Diploma in Education and Training (Mathematics: Numeracy). Individuals wishing to specialist solely in the teaching of numeracy should enrol on the Level 5 Diploma in Education and Training (Mathematics: Numeracy). Where this integrated qualification is not available, trainee teachers can either: undertake both a generic Level 5 Diploma in Education and Training and a standalone Level 5 Diploma in Teaching Mathematics: Numeracy either concurrently or sequentially; or undertake a Level 5 Diploma in Education and Training, taking the relevant specialist numeracy units from the optional credit component of that qualification. A trainee teacher taking 45 optional credits in numeracy will achieve a numeracy specialist pathway. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 12 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) No credit, teaching practice, or observed and assessed practice from the Level 4 Certificate in Education and Training can be transferred to the Level 5 Diploma in Education and Training (Mathematics: Numeracy). 2.9 Contextualisation of mandatory units There is a requirement for the content of the following mandatory units to be taught in the context of teaching numeracy: Teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 4) Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 5) Numeracy knowledge and understanding (Level 5) Numeracy and the learners (Level 5). There is no requirement for the content of the following mandatory units to be taught in the context of teaching numeracy but there are opportunities to do so: Theories, principles and models in education and training (Level 5) Wider professional practice and development in education and training (Level 5). 2.10 Practice requirement The practice component is a vital aspect of high-quality initial teacher training. There is a requirement for a minimum of 100 hours of practice for this qualification. While this is a minimum requirement, awarding organisations may require more if they wish. All 100 hours of practice should be in teaching and learning environments within a numeracy context. To achieve this qualification, there is a requirement to evidence working with groups of learners although parts of the qualification allow for working solely with individuals. Practice must be undertaken within at least two of the three levels of the numeracy curriculum – Entry Level and one other (Level 1 or Level 2). The practice requirements for all units are summarised in Annex 2. In addition, details of the practice requirements for the optional units are available in the separate guidance document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). LSIS recognises that an effective teaching practice experience should ideally include: different teaching practice locations/settings/contexts; Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 13 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; and gaining subject specialist knowledge through workplace mentoring. LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access to as many of these elements as possible during their teaching practice. Observed and assessed practice There must be a minimum of eight observations totalling a minimum of eight hours. Any single observation must be a minimum of half an hour. All eight observations must be in teaching and learning environment in a numeracy context. Assessed observations should include at least two numeracy observations at Entry Level. Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher’s progress. Awarding organisations will provide guidance to enable providers to make a judgement about whether a trainee teacher has met the required standard of practice in an observation. LSIS recommends that awarding organisations refer to the Handbook for the Inspection of Further Education and Skills (Ofsted, 2012) – Part 2, Section B: Quality of Teaching, Learning and Assessment to inform the development of their guidance. All observations are linked to the following mandatory units: Teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 4) Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (Level 5). Note that to be eligible for the award of credit for any one of the above two units, a trainee teacher must be able to provide evidence of four assessed observations of practice that have met the required standard of practice. To be eligible for the award of credit for both units, a trainee teacher must be able to provide evidence of a minimum of eight observations that have met the required standard of practice. Some optional units from the Education and Training suite also require practice, including observation and assessment of practice. The number of observations of practice required and the number of hours to be observed and assessed are not specified for these optional units. These requirements are in addition to the observed and assessed practice Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 14 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) requirements identified above and summarised in Annex 2. Details of the requirements for the optional units are available in the separate guidance document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). 2.11 Transfer of practice There is no transfer of practice, and no transfer of observed and assessed practice hours from a previously achieved Level 3 Award in Education and Training or Level 4 Certificate in Education and Training. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 15 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 2.12 Requirements for those delivering units and/or observing and assessing practice All those delivering units and/or observing and assessing practice for the Level 5 Diploma in Education and Training (Mathematics: Numeracy) must have all of the following: a teaching qualification equivalent to QCF Level 5 or above; a Level 4 specialist qualification or Level 5 Additional Diploma or equivalent qualification in the specialist area; evidence of teaching experience in a numeracy context; in-depth knowledge of the specialist area; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 16 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 2.13 Rules of combination To be awarded the Level 5 Diploma in Education and Training (Mathematics: Numeracy), the learner must achieve a total of 120 credits: 105 credits from Group A 15 credits from Group B. Level 5 Diploma in Teaching in Education and Training (Mathematics: Numeracy) Total credit value of qualification: 120 credits 370 GLH Credit value at Level 5 or above Minimum 85 credits Credit value of mandatory units 105 credits Unit title Level Credit value GLH Group A One hundred and five (105) credits must be achieved from this group Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) 5 20 65 Teaching, learning and assessment in education and training (Mathematics: Numeracy) (A505/0852) 4 20 65 Theories, principles and models in education and training (A/505/0818) 5 20 60 Wider professional practice and development in education and training (J/505/0837) 5 15 50 Numeracy and the learners (K/505/0765) 5 15 40 Numeracy knowledge and understanding (H/505/0764) 5 15 40 5 15 50 5 15 50 Group B Fifteen (15) credits must be achieved from this group Action learning to support development of subject specific pedagogy (M/503/5376) Action research (T/503/5380) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 17 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Developing, using and organising resources in a specialist area (H/505/1090) Effective partnership working in the learning and teaching context (Y/503/5310) Inclusive practice (L/503/5384) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy 5 15 50 4 15 50 4 15 50 Page 18 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 2.14 Units of assessment The units of assessment are provided in this format for information. Awarding organisations should always refer to the units in RITS when developing and regulating qualifications. Microsoft Word versions are available as companion documents to this guidance. Group A Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) Level 5 Teaching, learning and assessment in education and training (Mathematics: Numeracy) Level 4 Theories, principles and models in education and training Level 5 Wider professional practice and development in education and training Numeracy and the learners Numeracy knowledge and understanding Level 5 Level 5 Level 5 Number of units: 6 Note The details of the optional units in Group B are available in the separate document, Qualification guidance for awarding organisations: Optional units for QCF Education and Training qualifications (LSIS, 2013). Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 19 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Group A Unit title Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) Credit level 5 Credit value 20 Learning outcomes Assessment criteria The learner will The learner can 1. Be able to investigate 1.1 practice in own area of specialism. Analyse the application of pedagogical principles in own area of specialism. 1.2 Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism. 2. Be able to apply 2.1 theories, principles and models of learning, communication and learners’ individual goals and learning preferences. 2.2 the delivery model; and inclusive teaching and learners. Devise a scheme of work taking account of: the needs of learners; assessment to planning learning for numeracy Use initial and diagnostic assessments to agree internal and external requirements. 2.3 Design teaching and learning plans which take account of: the individual goals, needs and learning preferences of all learners; and curriculum requirements. 2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice. 2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment. 3. Be able to apply theories of behaviour management to 3.1 Analyse theories of behaviour management. 3.2 Establish and sustain a safe, inclusive learning environment. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 20 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) creating and 3.3 Explain how own practice in creating and maintaining a safe, maintaining a safe, inclusive teaching and learning inclusive teaching and environment has taken account of theories of learning environment behaviour management. for numeracy learners. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 21 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) (continued) Learning outcomes Assessment criteria The learner will The learner can 4. Be able to apply 4.1 Design resources that: theories, principles and actively promote equality and value diversity; and models of learning and meet the identified needs of specific learners. communication to delivering inclusive 4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and teaching and learning resources, including technologies, to meet the for numeracy learners. needs of individual learners. 4.3 Demonstrate ways to promote equality and value diversity in own teaching. 4.4 Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression. 4.5 Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication. 5. Be able to apply 5.1 specialist theories, models and principles of assessment to Design assessments that meet the individual needs of learners. 5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet assessing numeracy individual learning needs and assessment learners. requirements. 5.3 Demonstrate the use of assessment data in: monitoring learners’ achievement, attainment and progress; setting learners’ targets; planning subsequent sessions; and recording the outcomes of assessment. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 22 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 5.4 Communicate assessment information to other professionals with an interest in learner achievement. 5.5 Explain how own assessment practice has taken account of theories, models and principles of assessment. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 23 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) (continued) Learning outcomes Assessment criteria The learner will The learner can 6. Be able to implement 6.1 Analyse ways in which minimum core elements can expectations of the be demonstrated in planning, delivering and minimum core in assessing inclusive teaching and learning. planning, delivering and 6.2 assessing inclusive Apply minimum core elements in planning, teaching and learning. learning. 7. Be able to apply 7.1 delivering and assessing inclusive teaching and Use theories and models of reflection to evaluate theories and models of the effectiveness of own practice in planning, reflection and delivering and assessing inclusive teaching and evaluation to the learning. evaluation of own practice in planning, delivering and assessing inclusive teaching and 7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning. learning for numeracy learners. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 24 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) (continued) Additional information about the unit Purpose and aim(s) of the The purpose of the unit is to provide the learner with unit knowledge, understanding and skills relating to developing numeracy teaching, learning and assessment in education and training. It includes investigating practice in own area of specialism, applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning. It involves applying theories of behaviour management in creating and maintaining an inclusive learning environment and applying theories and models of reflection to evaluating own practice. It covers expectations in relation to the minimum core in teaching, learning and assessment. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in the lifelong relevant national learning sector. occupational standards or In addition, see the document, Application of the other professional professional standards for teachers of Mathematics standards or curricula (if (Numeracy) (LLUK, 2007). appropriate) Guidance for developing The learning outcomes must be assessed in a teaching assessment arrangements and learning environment. for the unit (if appropriate) Additional assessment Simulation is not permitted. requirements specified by There is a requirement to observe and assess practice in a sector or regulatory this unit. To be eligible for the award of credit for this body (if appropriate) unit, a trainee teacher must be able to provide evidence of a minimum of four assessed observations of practice in numeracy teaching and learning contexts that meet the required standard of practice and totalling a minimum of Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 25 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) four hours. Assessed observations should include at least one numeracy observation at Entry Level. Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 26 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Developing teaching, learning and assessment in education and training (Mathematics: Numeracy) (F/505/0853) (continued) Additional information about the unit Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Name of the organisation Learning and Skills Improvement Service (LSIS) submitting the unit Availability for use Shared Guided learning hours 65 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 27 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Teaching, learning and assessment in education and training (Mathematics: Numeracy) (A505/0852) Credit level 4 Credit value 20 Learning outcomes Assessment criteria The learner will The learner can 1. Understand roles, 1.1 responsibilities and relationships in education and training. Analyse own 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 Analyse the relationships and boundaries between the teaching role and other professional roles. 1.4 Describe points of referral to meet the needs of numeracy learners. 2. Be able to use initial 2.1 and diagnostic assessment to agree individual learning goals with numeracy learners. individual needs of learners. 2.2 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals. 2.3 Use methods of initial and diagnostic assessment to agree individual learning goals with learners. 2.4 3. Be able to plan inclusive 3.1 teaching and learning for numeracy learners. Explain why it is important to identify and meet the Record learners’ individual learning goals. Devise a scheme of work in accordance with internal and external requirements. 3.2 Design teaching and learning plans which respond to: the individual goals and needs of all learners; and curriculum requirements. 3.3 Explain how own planning meets the individual needs of learners. 3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 28 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 3.5 Identify opportunities for learners to provide feedback to inform inclusive practice. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 29 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Teaching, learning and assessment in education and training (Mathematics: Numeracy) (A505/0852) (continued) Learning outcomes Assessment criteria The learner will The learner can 4. Be able to create and 4.1 maintain a safe, inclusive teaching and learning environment for numeracy learners. Explain why it is important to promote appropriate behaviour and respect for others. 4.2 Explain ways to promote equality and value diversity. 4.3 Establish and sustain a safe, inclusive learning environment. 5. Be able to deliver 5.1 Analyse the effectiveness of teaching and learning inclusive teaching and approaches used in own area of specialism in learning for numeracy relation to meeting the individual needs of learners. learners. 5.2 Analyse benefits and limitations of communication methods and media used in own area of specialism. 5.3 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners. 5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners. 5.5 Demonstrate ways to promote equality and value diversity in own teaching. 5.6 Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners. 5.7 Communicate with learners and learning professionals to meet individual learning needs. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 30 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Teaching, learning and assessment in education and training (Mathematics: Numeracy) (A505/0852) (continued) Learning outcomes Assessment criteria The learner will The learner can 6. Be able to assess 6.1 learning in own area of specialism. Explain the purposes and types of assessment used in own area of specialism. 6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners. 6.3 Use types and methods of assessment, including peer and self-assessment, to: involve learners in assessment; meet the individual needs of learners; enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; and meet internal and external assessment requirements. 6.4 Use questioning and feedback to contribute to the assessment process. 6.5 Record the outcomes of assessments to meet internal and external requirements. 6.6 Communicate assessment information to other professionals with an interest in learner achievement. 7. Be able to implement 7.1 Analyse ways in which minimum core elements can expectations of the be demonstrated in planning, delivering and minimum core in assessing inclusive teaching and learning. planning, delivering and 7.2 assessing inclusive Apply minimum core elements in planning, teaching and learning. learning. delivering and assessing inclusive teaching and Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 31 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 8. Be able to evaluate own 8.1 Review the effectiveness of own practice in practice in planning, planning, delivering and assessing inclusive delivering and assessing teaching and learning, taking account of the views inclusive teaching and of learners and others. learning for numeracy learners. 8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 32 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Teaching, learning and assessment in education and training (Mathematics: Numeracy) (A505/0852) (continued) Additional information about the unit Purpose and aim(s) of the unit The purpose of the unit is to provide the learner with knowledge, understanding and skills relating to numeracy teaching, learning and assessment. It includes understanding the role and responsibilities of a numeracy teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. It involves creating and maintaining an inclusive learning environment and evaluating own practice. It covers expectations in relation to the minimum core in teaching, learning and assessment. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate) This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Guidance for developing assessment arrangements for the unit (if appropriate) The learning outcomes must be assessed in a teaching and learning environment. Additional assessment requirements specified by a sector or regulatory body (if appropriate) Simulation is not permitted. In addition, see the document, Application of the professional standards for teachers of Mathematics (Numeracy) (LLUK, 2007). There is a requirement to observe and assess practice in this unit. To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of four assessed observations of practice in numeracy teaching and learning contexts that meet the required standard of practice and totalling a minimum of four hours. Assessed observations should include at least one numeracy observation at Entry Level. Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 33 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Location of the unit within the subject/sector classification system 13. Education and training Name of the organisation submitting the unit Learning and Skills Improvement Service (LSIS) Availability for use Shared Guided learning hours 65 13.1 Teaching and lecturing Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 34 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Theories, principles and models in education and training (A/505/0818) Credit level 5 Credit value 20 Learning outcomes Assessment criteria The learner will The learner can 1. Understand the 1.1 Analyse theories, principles and models of learning. 1.2 Explain ways in which theories, principles and application of theories, principles and models models of learning can be applied to teaching, of learning in education learning and assessment. and training. 1.3 Analyse models of learning preferences. 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment. 2. Understand the 2.1 application of theories, principles and models of communication in communication. 2.2 teaching, learning and assessment. 3.1 application of theories, principles and models of assessment in 3.2 curriculum learning. 4.1 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism. own area of specialism. application of theories Analyse theories and models of curriculum development. development within 5. Understand the Explain ways in which theories, principles and models of assessment can be applied in assessing application of theories and models of Analyse theories, principles and models of assessment. education and training. 4. Understand the Explain ways in which theories, principles and models of communication can be applied to education and training. 3. Understand the Analyse theories, principles and models of 5.1 Analyse theories and models of reflection and evaluation. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 35 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) and models of 5.2 Explain ways in which theories and models of reflection and reflection and evaluation can be applied to evaluation to reviewing reviewing own practice. own practice. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 36 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Theories, principles and models in education and training (A/505/0818) (continued) Additional information about the unit Purpose and aim(s) of the The purpose of the unit is to provide the learner with unit knowledge and understanding of theories, principles and models applied to education and training. It includes application of theories, principles and models of learning, communication and assessment in education and training, the application of theories and models of curriculum development within own area of specialism, and the application of theories and models of reflection and evaluation to the evaluation of own practice. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or other professional standards or curricula (if appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Name of the organisation Learning and Skills Improvement Service (LSIS) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 37 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) submitting the unit Availability for use Shared Guided learning hours 60 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 38 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Wider professional practice and development in education and training (J/505/0837) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Understand 1.1 professionalism and the influence of professional values in professionalism in education and training. 1.2 2.1 context of education and training. Explain ways in which professional values influence own practice in own area of specialism. education and training. 2. Understand the policy Define the concepts of professionalism and dual Explain ways in which social, political and economic factors influence education policy. 2.2 Analyse the impact of current educational policies on curriculum and practice in own area of specialism. 3. Understand the impact 3.1 of accountability to stakeholders and external bodies on Explain the roles of stakeholders and external bodies in education and training. 3.2 Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training. education and training. 3.3 Explain why it is important to work in partnership with employers and other stakeholders in education and training. 3.4 Analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism. 4. Understand the 4.1 organisational context of education and training. Explain key aspects of policies, codes of practice and guidelines of an organisation. 4.2 Analyse the impact of organisational requirements and expectations on curriculum and practice in own area of specialism. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 39 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 5. Be able to contribute to 5.1 the quality improvement and quality assurance arrangements of own organisation. Analyse the quality improvement and quality assurance arrangements of own organisation. 5.2 Explain the function of self-assessment and selfevaluation in the quality cycle. 5.3 Evaluate a learning programme taking account of the quality arrangements of own organisation. 5.4 Identify areas for improvement in a learning programme taking account of the outcomes of evaluation. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 40 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Wider professional practice and development in education and training (J/505/0837) (continued) Additional information about the unit Purpose and aim(s) of the The purpose of the unit is to provide learners with unit knowledge, understanding and skills relating to wider professional practice in education and training. It includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training. It also includes understanding and contributing to the quality improvement and quality assurance arrangements of an organisation. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or other professional standards or curricula (if appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 41 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Name of the organisation Learning and Skills Improvement Service (LSIS) submitting the unit Availability for use Shared Guided learning hours 50 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 42 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Numeracy and the learners (K/505/0765) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Understand the factors 1.1 Analyse the impact of personal, social, economic and that influence the political factors on the development and progression development and of numeracy learners. progression of numeracy learners. 1.2 Explain the impact of learners’ literacy and language skills on the development and progression of their numeracy skills 1.3 Explain how differing communication approaches can affect the learning of numeracy processes and skills. 2. Understand the use of assessment approaches to meet the needs of numeracy learners. 2.1 Identify the skills, knowledge and understanding that can be assessed in numeracy. 2.2 Analyse approaches to initial and diagnostic assessment to identify the mathematics and numeracy skills and aspirations of numeracy learners. 2.3 Analyse the use of assessment tools in numeracy teaching and learning. 3. Understand the use of 3.1 Analyse numeracy teaching approaches and numeracy teaching numeracy resources, including technologies, for approaches and suitability in meeting individual learners’ needs. resources to meet the needs of individual numeracy learners. 4. Understand how 3.2 Analyse the impact of using technology on learner engagement, motivation and success in numeracy teaching and learning. 4.1 Identify the numeracy skills and knowledge needed numeracy can impact by learners across contexts and subjects, and for on different contexts progression purposes. and subjects. 4.2 Explain the importance of encouraging learners to make links between their mathematical and numeracy development and their other personal development. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 43 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) 5. Be able to promote learning support and learner support within numeracy teaching and learning. 5.1 Explain the boundaries between own specialist area and those of other specialists and practitioners. 5.2 Analyse numeracy learning opportunities to determine how teaching and support needs may be shared between learning professionals. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 44 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Numeracy and the learners (K/505/0765) (continued) Learning outcomes Assessment criteria The learner will The learner can 6. Understand how to 6.1 Explain how to liaise with other professionals to liaise with others to provide specialist knowledge of how to include promote the inclusion numeracy in vocational and other subject areas. of numeracy and wider skills in learning programmes. 6.2 Explain how to liaise with other professionals to promote the inclusion of wider skills in own specialist area. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 45 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Numeracy and the learners (K/505/0765) (continued) Additional information about the unit Purpose and aim(s) of the The unit aims to provide learners with an understanding of unit the factors that affect the development of numeracy learners. Learners will analyse approaches to initial and diagnostic assessment and numeracy teaching. Learners will also consider the use of technology within numeracy teaching and learning. They will consider how numeracy can impact on different contexts and subjects, how to liaise with others to promote the inclusion of numeracy in learning programmes and how to promote learning support and learner support within numeracy teaching and learning. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or In addition, see the document, Application of the other professional professional standards for teachers of Mathematics standards or curricula (if (Numeracy) (LLUK, 2007). appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 46 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Name of the organisation Learning and Skills Improvement Service (LSIS) submitting the unit Availability for use Shared Guided learning hours 40 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 47 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Numeracy knowledge and understanding (H/505/0764) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Understand 1.1 fundamental attributes of mathematics and numeracy. Review the historic and cultural development of mathematics. 1.2 Analyse the language and concepts associated with number systems. 1.3 Analyse common errors and misconceptions in mathematics and possible reasons why they occur. 1.4 Analyse the techniques used in mathematics and numeracy for conceptual linkages. 2. Understand the 2.1 attributes of procedures within mathematics and Analyse the activities, processes and stages within mathematical problems and investigations. 2.2 Evaluate written, mental and diagrammatic mathematical strategies, analysing the associated numeracy. meta language 2.3 Analyse the use, interpretation and representation of data. 2.4 Evaluate the use of measurement systems within problem solving including: definition; conversion; and representation. 3. Understand how 3.1 Analyse the effect of the origins and status of learning theories and mathematics knowledge on mathematics and the origins and status numeracy curriculum development. of mathematics impact on numeracy teaching. 4. Understand the links 3.2 Analyse how teaching and learning theories underpin numeracy teaching and learning. 4.1 Analyse the role of mathematics and numeracy within society. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 48 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) between the roles and 4.2 Evaluate perceptions of mathematics and numeracy perceptions of including: mathematics and popular views; numeracy within society. learner attitudes; and trends in learner attainment. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 49 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit title Numeracy knowledge and understanding (H/505/0764) (continued) Additional information about the unit Purpose and aim(s) of the The unit aims to enable learners to improve their unit numeracy knowledge, understanding and practice. Learners will consider fundamental attributes of mathematics and numeracy, the attributes of procedures within mathematics and numeracy and how the origins and status of mathematics impact on numeracy teaching. Learners will also consider the links between popular perceptions of mathematics and numeracy learning. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or In addition, see the document, Application of the other professional professional standards for teachers of Mathematics standards or curricula (if (Numeracy) (LLUK, 2007). appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Name of the organisation Learning and Skills Improvement Service (LSIS) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 50 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) submitting the unit Availability for use Shared Guided learning hours 40 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 51 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Section 3 Level 5 Diploma in Teaching Mathematics: Numeracy (QCF) 3.1 Qualification structure at a glance Level 5 Diploma in teaching Mathematics: Numeracy 45 mandatory credits Group A 45 credits must be achieved from this Numeracy and the Numeracy knowledge and learners understanding group 15 credits 15 credits Level 5 Level 5 Mandatory unit Mandatory unit and Numeracy teaching learning 15 credits Level 5 Mandatory unit Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 52 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy 3.2 Purpose of the qualification This Level 5 Diploma in Teaching Mathematics: Numeracy qualification has been developed for teachers who hold a generic teaching qualification or for trainee teachers who require, or wish to obtain, a specialist teaching qualification. The purpose of the qualification in the QCF is to 'develop knowledge and/or skills relevant to a particular specialisation within an occupation or set of occupations' (E3). 3.3 Credit value of the qualification 45 credits 3.4 Guided learning hours (GLH) for the qualification 120 GLH 3.5 Age range for Ofqual purposes These qualifications are listed as appropriate for learners of 19+ 3.6 Entry requirements for literacy, numeracy and ESOL teacher training programmes There is an entry requirement for those wishing to join programmes leading to qualifications for teachers of English (literacy and/or ESOL) and mathematics (numeracy). Potential teacher trainees will need to evidence Level 3 personal skills in English or mathematics, as appropriate. This entry requirement applies to all the Level 5 diploma qualifications for teachers of English (literacy and/or ESOL) and mathematics (numeracy) detailed in this and other LSIS qualification guidance documents. The entry criteria, and how they may be evidenced, are detailed in the separate document, Criteria for entry to mathematics (numeracy) and English (literacy and ESOL) teacher training in the lifelong learning sector (LLUK, June 2007, amended 2010). LSIS qualification guidance has been issued for two Level 3 awards that cover the entry criteria in English and mathematics (the Award in English for Literacy and Language Teaching and the Award in Mathematics for Numeracy Teaching). This development has been welcomed by providers of ‘bridging’ programmes for potential trainees needing to improve their skills before joining a teacher training programme. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 53 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy There are no other nationally agreed entry requirements. 3.7 Links to other qualifications in the Education and Training suite Potential trainee teachers should understand that, since 2007, they have been able to undertake one of the standalone qualifications prior to undertaking a generic teaching qualification, alongside it (concurrently) or afterwards. If an individual already holds one of the standalone specialist qualifications and wishes to undertake a generic teaching qualification, they can use the units towards the optional credit requirement for the Level 5 Diploma in Education and Training. There may also be opportunities to use some of the assessed observation of teaching and practice hours from the standalone specialist qualification towards a Level 5 Diploma in Education and Training. This is detailed in Annex 3. The following units from the standalone specialist qualification in teaching mathematics (numeracy) are available as optional units in the Level 5 Diploma in Education and Training qualification: Numeracy and the learners (Level 5) Numeracy knowledge and understanding (Level 5). Trainee teachers achieving one or both of these units as part of a Level 5 Diploma in Education and Training can go on to take the additional unit(s) to complete the relevant standalone specialist qualification. 3.8 Practice requirement The practice component is a vital aspect of high-quality initial training. There is a requirement for a minimum of 50 hours of practice in numeracy teaching and learning environments to achieve this qualification. While this is a minimum requirement, awarding organisations may require more if they wish. Teaching practice should be located and assessed within the following unit: Numeracy teaching and learning (Level 5). To achieve this qualification, there is a requirement to evidence working both with groups of learners and with individual learners. Practice must be undertaken within at least two of the three levels of the numeracy curriculum – Entry Level and one other (Level 1 or Level 2). The practice requirements for individual units in this qualification are detailed in Annex 2. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 54 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy LSIS recognises that an effective teaching practice experience should ideally include: different teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; teaching individuals and groups; experience of non-teaching roles; and gaining subject-specialist knowledge through workplace mentoring. LSIS supports any endeavour of ITE providers to ensure that trainee teachers have access to as many of these elements as possible during their teaching practice. Observed and assessed practice There must be a minimum of four observations totalling a minimum of four hours. Any single observation must be a minimum of half an hour. All four observations must be in teaching and learning environments with a numeracy context. Assessed observations should include at least one numeracy observation at Entry Level. Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher’s progress. Awarding organisations will provide guidance to enable providers to make a judgement about whether a trainee teacher has met the required standard of practice in an observation. LSIS recommends that awarding organisations refer to the Ofsted Handbook for the Inspection of Further Education and Skills (Ofsted, 2012) – Part 2, Section B: Quality of Teaching, Learning and Assessment to inform development of their guidance. All observations are linked to the following mandatory unit: Numeracy teaching and learning (Level 5). Note that, to be eligible for the award of credit for the above unit, a trainee teacher must be able to provide evidence of four assessed observations of practice that have met the required standard of practice. The observed and assessed practice requirements for individual units in this qualification are summarised in Annex 2. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 55 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy 3.9 Transfer of practice There is no transfer of practice, and no transfer of observed and assessed practice hours from a previously achieved Level 3 Award in Education and Training or Level 4 Certificate in Education and Training. 3.10 Requirements for those delivering units and/or observing and assessing practice All those delivering units and/or observing and assessing practice for the Level 5 Diploma in Teaching Mathematics: Numeracy must have: a teaching qualification equivalent to QCF Level 5 or above; a Level 4 specialist qualification or Level 5 Additional Diploma or equivalent qualification in the relevant specialist area; evidence of teaching experience in a numeracy context; in-depth knowledge of the specialist area; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 56 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy 3.11 Rules of combination To be awarded a Level 5 Diploma in Teaching Mathematics: Numeracy, the learner must achieve a total of 45 credits at Level 5 or above: 45 credits from Group A. Level 5 Diploma in Teaching Mathematics: Numeracy Total credit value of qualification: 45 credits 120 GLH Credit value at Level 5 or above 45 credits Credit value of mandatory units 45 credits Credit Unit title Level value GLH 5 15 40 5 15 40 5 15 40 Group A Forty five (45) credits must be achieved from this group Numeracy and the learners (K/505/0765) Numeracy knowledge and understanding (H/505/0764) Numeracy teaching and learning (M/505/0766) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 57 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy 3.12 Units of assessment The units of assessment are provided in this format for information. Awarding organisations should always refer to the units in RITS when developing and regulating qualifications. Microsoft Word versions are available as companion documents to this guidance. Group A Numeracy and the learners Level 5 Numeracy knowledge and understanding Numeracy teaching and learning Level 5 Level 5 Number of units: 3 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 58 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Group A Unit title Numeracy and the learners (K/505/0765) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Understand the factors 1.1 Analyse the impact of personal, social, economic and that influence the political factors on the development and progression development and of numeracy learners. progression of numeracy learners. 1.2 Explain the impact of learners’ literacy and language skills on the development and progression of their numeracy skills 1.3 Explain how differing communication approaches can affect the learning of numeracy processes and skills. 2. Understand the use of assessment approaches to meet the needs of numeracy learners. 2.1 Identify the skills, knowledge and understanding that can be assessed in numeracy. 2.2 Analyse approaches to initial and diagnostic assessment to identify the mathematics and numeracy skills and aspirations of numeracy learners. 2.3 Analyse the use of assessment tools in numeracy teaching and learning. 3. Understand the use of 3.1 Analyse numeracy teaching approaches and numeracy teaching numeracy resources, including technologies, for approaches and suitability in meeting individual learners’ needs. resources to meet the needs of individual numeracy learners. 4. Understand how 3.2 Analyse the impact of using technology on learner engagement, motivation and success in numeracy teaching and learning. 4.1 Identify the numeracy skills and knowledge needed numeracy can impact by learners across contexts and subjects, and for on different contexts progression purposes. and subjects. 4.2 Explain the importance of encouraging learners to make links between their mathematical and numeracy development and their other personal Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 59 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy development. 5. Be able to promote learning support and learner support within numeracy teaching and learning. 5.1 Explain the boundaries between own specialist area and those of other specialists and practitioners. 5.2 Analyse numeracy learning opportunities to determine how teaching and support needs may be shared between learning professionals. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 60 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy and the learners (K/505/0765) (continued) Learning outcomes Assessment criteria The learner will The learner can 6. Understand how to 6.1 Explain how to liaise with other professionals to liaise with others to provide specialist knowledge of how to include promote the inclusion numeracy in vocational and other subject areas. of numeracy and wider skills in learning programmes. 6.2 Explain how to liaise with other professionals to promote the inclusion of wider skills in own specialist area. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 61 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy and the learners (K/505/0765) (continued) Additional information about the unit Purpose and aim(s) of the The unit aims to provide learners with an understanding of unit the factors that affect the development of numeracy learners. Learners will analyse approaches to initial and diagnostic assessment and numeracy teaching. Learners will also consider the use of technology within numeracy teaching and learning. They will consider how numeracy can impact on different contexts and subjects, how to liaise with others to promote the inclusion of numeracy in learning programmes and how to promote learning support and learner support within numeracy teaching and learning. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or In addition, see the document, Application of the other professional professional standards for teachers of Mathematics standards or curricula (if (Numeracy) (LLUK, 2007). appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 62 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Name of the organisation Learning and Skills Improvement Service (LSIS) submitting the unit Availability for use Shared Guided learning hours 40 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 63 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy knowledge and understanding (H/505/0764) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Understand 1.1 fundamental attributes of mathematics and numeracy. Review the historic and cultural development of mathematics. 1.2 Analyse the language and concepts associated with number systems. 1.3 Analyse common errors and misconceptions in mathematics and possible reasons why they occur. 1.4 Analyse the techniques used in mathematics and numeracy for conceptual linkages. 2. Understand the 2.1 attributes of procedures within mathematics and Analyse the activities, processes and stages within mathematical problems and investigations. 2.2 Evaluate written, mental and diagrammatic mathematical strategies, analysing the associated numeracy. meta language 2.3 Analyse the use, interpretation and representation of data. 2.4 Evaluate the use of measurement systems within problem solving including: definition; conversion; and representation. 3. Understand how 3.1 Analyse the effect of the origins and status of learning theories and mathematics knowledge on mathematics and the origins and status numeracy curriculum development. of mathematics impact on numeracy teaching. 4. Understand the links 3.2 Analyse how teaching and learning theories underpin numeracy teaching and learning. 4.1 Analyse the role of mathematics and numeracy within society. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 64 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy between the roles and 4.2 Evaluate perceptions of mathematics and numeracy perceptions of including: mathematics and popular views; numeracy within society. learner attitudes; and trends in learner attainment. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 65 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy knowledge and understanding (H/505/0764) (continued) Additional information about the unit Purpose and aim(s) of the The unit aims to enable learners to improve their unit numeracy knowledge, understanding and practice. Learners will consider fundamental attributes of mathematics and numeracy, the attributes of procedures within mathematics and numeracy and how the origins and status of mathematics impact on numeracy teaching. Learners will also consider the links between popular perceptions of mathematics and numeracy learning. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or In addition, see the document, Application of the other professional professional standards for teachers of Mathematics standards or curricula (if (Numeracy) (LLUK, 2007). appropriate) Guidance for developing n/a assessment arrangements for the unit (if appropriate) Additional assessment None requirements specified by a sector or regulatory body (if appropriate) Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Name of the organisation Learning and Skills Improvement Service (LSIS) Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 66 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy submitting the unit Availability for use Shared Guided learning hours 40 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 67 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy teaching and learning (M/505/0766) Credit level 5 Credit value 15 Learning outcomes Assessment criteria The learner will The learner can 1. Be able to plan 1.1 Plan numeracy teaching and learning to meet the needs of numeracy learners and curriculum inclusive numeracy teaching and learning. requirements using: own specialist numeracy knowledge; and the results of numeracy initial and diagnostic assessment. 1.2 Select numeracy teaching approaches and resources to meet the individual needs of numeracy learners 2. Be able to assess 2.1 Carry out initial and diagnostic assessment to learners’ numeracy identify learners’ existing mathematical and knowledge, numeracy skills, knowledge, understanding and understanding and aspirations. skills. 2.2 Involve learners in the processes of assessment and target setting. 2.3 Use numeracy assessment tools to measure the development of learners’ numeracy skills. 2.4 Record numeracy assessment information in accordance with organisation systems. 3. Be able to deliver 3.1 Maintain a supportive and challenging numeracy- inclusive numeracy learning environment that motivates learners and teaching and learning. meets their needs. 3.2 Use numeracy teaching approaches and resources to develop the numeracy skills of individual learners. 4. Be able to use communication strategies and techniques within numeracy learning. 4.1 Devise communication strategies to enable learners to develop numeracy language and vocabulary. 4.2 Use communication strategies to enable learners to develop numeracy language and vocabulary. 4.3 Use collaborative learning techniques to improve numeracy learning and problem solving. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 68 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy 4.4 Use communication strategies to develop the literacy and language skills needed to by learners to develop their numeracy and problem solving skills. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 69 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy teaching and learning (M/505/0766) (continued) Learning outcomes Assessment criteria The learner will The learner can 5. Be able to evaluate 5.1 Reflect on own practice in numeracy teaching, own practice in drawing on: numeracy teaching. own research in numeracy teaching and learning; learners’ assessment data; feedback from learners; and feedback from colleagues. 5.2 Identify ways to improve own practice in numeracy teaching. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 70 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy Unit title Numeracy teaching and learning (M/505/0766) (continued) Additional information about the unit Purpose and aim(s) of the The unit aims to enable learners to provide inclusive unit numeracy teaching and learning. Learners will plan numeracy teaching and learning to meet learners’ needs and curriculum requirements, create and maintain a supportive and challenging numeracy learning environment, use communication strategies and techniques within numeracy learning and assess learners’ numeracy development. Learners will also evaluate their practice to improve their numeracy teaching. Unit available from April 2013 Unit review date 31 May 2017 Details of the relationship This unit is underpinned by the overarching professional between the unit and standards for teachers, tutors and trainers in lifelong relevant national learning. occupational standards or In addition, see the document, Application of the other professional standards or curricula (if appropriate) professional standards for teachers of Mathematics (Numeracy) (LLUK, 2007). Guidance for developing The learning outcomes must be assessed in a teaching and assessment arrangements learning environment. for the unit (if appropriate) Additional assessment Simulation is not permitted. requirements specified by a There is a requirement to observe and assess practice in this sector or regulatory body unit. To be eligible for the award of credit for this unit, a (if appropriate) trainee teacher must be able to provide evidence of a minimum of four assessed observations of practice in numeracy teaching and learning contexts that meet the required standard of practice and totalling a minimum of four hours. Assessed observations should include at least one numeracy observation at Entry Level. Support for the unit by a Learning and Skills Improvement Service (LSIS) sector or other appropriate Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 71 of 82 Level 5 Diploma in Teaching Mathematics: Numeracy body (if required) Location of the unit within 13. Education and training the subject/sector 13.1 Teaching and lecturing classification system Name of the organisation Learning and Skills Improvement Service (LSIS) submitting the unit Availability for use Shared Guided learning hours 40 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 72 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Annex 1 Overview of the Education and Training qualifications (2013) Level 3 Award in Education and Training (QCF) – 12 credits 15 optional credits Level 4 Certificate in Education and Training (QCF) – 36 credits 3 mandatory credits 9 optional credits Level 3 Level 3 15 optional credits No minimum teaching practice requirement, but there is a minimum microteaching requirement 21 mandatory credits 15 optional credits Level 3 and 4 Level 3, 4 and 5 A minimum practice requirement of 30 hours teaching 3 assessed observations of teaching Level 5 Diploma in Education and Training (QCF) – 120 credits 75 mandatory credits 45 optional credits Level 4 and 5 Level 4 and 5 Level 5 Diploma in Education and Training (QCF) including a specialist pathway – 120 credits2 75 mandatory credits Level 4 and 5 A minimum practice requirement of 100 hours teaching 45 credits in one of: English (Literacy) English (ESOL) English (Literacy and ESOL) Mathematics (Numeracy) Teaching Disabled Learners Level 5 A minimum practice requirement of 100 hours teaching, 8 assessed observations of teaching 2 50 of which must be in the specialist area The English (Literacy and ESOL) pathway, covering two specialist areas, is assessed of specialist teaching,pathway. 4 in theItspecialist 1358credits with observations 60 credits in the has different practice area requirements. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 73 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Level 5 integrated specialist diplomas – 120 credits Level 5 Diploma in Education and Training (English: Literacy) Level 5 Diploma in Education and Training (English: ESOL) Level 5 Diploma in Education and Training (English: Literacy and ESOL)3 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Education and Training (Disabled Learners) 105 mandatory credits 15 optional credits Level 4 and 5 Level 4 and 5 A minimum practice requirement of 100 hours teaching 8 assessed observations of teaching, all in the specialist area 3 This qualification, covering two specialist areas, is 135 credits. All of the credits are mandatory. It has different practice requirements. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 74 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Level 5 standalone specialist diplomas – 45 credits Level 5 Diploma in Teaching English: Literacy Level 5 Diploma in Teaching English: ESOL Level 5 Diploma in Teaching English: Literacy and ESOL4 Level 5 Diploma in Teaching Mathematics: Numeracy Level 5 Diploma in Teaching Disabled Learners 45 credits Level 5 A minimum practice requirement of 50 hours teaching, all of which must be in the specialist area 4 assessed observations of teaching, all in the specialist area 4 This qualification, covering two specialist areas, is 60 credits. It has different practice requirements. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 75 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Annex 2 Summary of practice, including observed and assessed practice, requirements for the mandatory units Level 5 Diploma in Education and Training (Mathematics: Numeracy) Unit Practice Observation and requirement assessment of Notes on requirements practice requirement Mandatory units Developing teaching, Yes Yes The minimum number of hours of practice for this unit is not specified, however, it is learning and not possible to achieve this unit without completing some hours of practice. Practice assessment in must be in teaching and learning environments with a numeracy context, and should education and involve working with groups of learners. Practice must be undertaken within at least training in education two of the three levels of the numeracy curriculum – Entry Level and one other level. and training To be eligible for the award of credit for this unit, trainee teachers must have (Mathematics: Numeracy) Level 5 evidence of a minimum of four assessed observations of practice at the required standard, totalling a minimum of four hours. All four of these observations must be in teaching and learning environments and in a numeracy context. Assessed observations should include at least one numeracy observation at Entry Level. There is no transfer of practice hours or observed and assessed practice hours from a previously achieved education and training qualification. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 76 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Unit Practice Observation and requirement assessment of Notes on requirements practice requirement Teaching, learning Yes Yes The minimum number of hours of practice for this unit is not specified, however, it is and assessment in not possible to achieve this unit without completing some hours of practice. Practice education and must be in teaching and learning environments with a numeracy context, and should training involve working with groups of learners. Practice must be undertaken within at least (Mathematics: two of the three levels of the numeracy curriculum – Entry Level and one other level. Numeracy) To be eligible for the award of credit for this unit, trainee teachers must have Level 4 evidence of a minimum of four assessed observations of practice at the required standard, totalling a minimum of four hours. All four of these observations must be in teaching and learning environments and in a numeracy context. Assessed observations should include at least one numeracy observation at Entry Level. There is no transfer of practice hours or observed and assessed practice hours from a previously achieved Level 4 education and training qualification. Theories, principles No No n/a and models in education and training Level 5 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 77 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Unit Practice Observation and requirement assessment of Notes on requirements practice requirement Wider professional No No n/a No No n/a No No n/a practice and development in education and training Level 5 Numeracy knowledge and understanding Level 5 Numeracy and the learner Level 5 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 78 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Level 5 Diploma in Teaching Mathematics: Numeracy Unit Practice Observation and requirement assessment of Notes on requirements practice requirement Mandatory units Numeracy and the No No n/a No No n/a Yes Yes There is a requirement for a minimum of 50 hours of practice for this unit. Practice learner Level 5 Numeracy knowledge and understanding Level 5 Numeracy teaching and learning must be in teaching and learning environments with a numeracy context, and should Level 5 involve working with groups of learners. Practice must be undertaken within at least two of the three levels of the numeracy curriculum – Entry Level 1 and one other level. To be eligible for the award of credit for this unit, trainee teachers must have evidence of a minimum of four assessed observations of practice at the required standard, totalling a minimum of four hours. All of these observations must be in teaching and learning environments and in a numeracy context. Assessed observations should include at least one numeracy observation at Entry Level. There is no transfer of practice hours or observed and assessed practice hours from a previously achieved education and training qualification. Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 79 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 80 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Annex 3 Links between the specialist standalone qualifications and Level 5 Diplomas in Education and Training including those with a specialist pathway This Annex explains the links between the Level 5 Diploma in Education and Training, the Level 5 Diploma in Education and Training including a specialist pathway and the following standalone specialist qualifications: Level 5 Diploma in Teaching Disabled Learners Level 5 Diploma in Teaching English: Literacy Level 5 Diploma in Teaching English: ESOL Level 5 Diploma in Teaching English: Literacy and ESOL Level 5 Diploma in Teaching Mathematics: Numeracy. Potential trainee teachers should understand that, since 2007, they have been able to undertake one of the above standalone specialist qualifications before a generic teaching qualification, alongside it (concurrently) or afterwards. Units from the above standalone specialist qualifications are available as specialist pathways within the Level 5 Diploma in Education and Training including a specialist pathway. The knowledge units from the above standalone specialist qualifications are also available as optional units with the Level 5 Diploma in Education and Training. Trainee teachers achieving one or both units from a standalone qualification that are included as optional units within a Level 5 Diploma in Education and Training relating to a particular area of specialism, can go on to take the additional unit(s) to complete one of the standalone qualifications identified above. Credit transfer from the Level 5 standalone specialist qualifications Individuals who have already achieved a standalone specialist qualification can use the units to meet the optional credit requirements for the relevant specialist pathway in the Level 5 Diploma in Education and Training including a specialist pathway. For example, a trainee teacher who has already achieved the Level 5 Diploma in Teaching Disabled Learners would be given exemption from the units in the specialist pathway for teaching disabled learners. Transfer of practice from the Level 5 standalone specialist qualifications Individuals who have completed one of the standalone specialist qualifications may transfer a maximum of 50 hours of practice from one of these qualifications towards the Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 81 of 82 Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy overall minimum practice requirement of 100 hours for the Level 5 Diploma in Education and Training including a specialist pathway (120 hours for the combined specialist pathway). Transfer of observed and assessed practice from the Level 5 standalone specialist qualifications Individuals who have completed one of the standalone specialist qualifications may transfer a maximum of two observed assessments of practice towards the overall minimum of eight observed assessments of practice required for the Level 5 Diploma in Education and Training including a specialist pathway (ten observed assessments for the combined specialist pathway). Level 5 Diploma in Education and Training (Mathematics: Numeracy) Level 5 Diploma in Teaching Mathematics: Numeracy Page 82 of 82 © Learning and Skills Improvement Service 2013 Registered Office: Friars House, Manor House Drive Coventry CV1 2TE Company number 06454450 May 2013 Registered charity number 1123636