OCR Teaching in the Lifelong Learning Sector
Suggested scheme of work
OCR Unit numbers:
06459
06612
Suggested learning hours
60
Unit name:
PREPARING TO TEACH IN THE LIFELONG LEARNING SECTOR
LEVELS 3 AND 4
Guided learning hours: 30
Self-directed study: 30
Notes for guidance
This scheme of work is activity based rather than target based.
The sequence for teaching the learning outcomes is down to professional judgement of the teacher and the needs of the
group. The scheme of learning below has sequenced the teaching of learning outcomes and assessment criteria to ensure
greater coherence and sustain student-teacher motivation.
The information in brackets refer to materials which can be used to deliver the learning experience, including direct links to
specific items on the Goldust website, which are copyright free for use by Centres. Videos are also available from Goldust
covering many of the areas, at the same locations as the links given below.
Note carefully: all student teachers need to be provided with the same information and learning experiences. There is no
distinction between level 3 and level 4 skills and knowledge. It is the assessment tasks and outcomes that distinguish
between level 3 and level 4 achievements.
Understanding and application at level 3 is demonstrated by the student-teachers ability to: identify, explain, demonstrate,
define
Understanding and application at level 4and application is demonstrated by the student-teachers ability to: summarise,
evaluate, analyse, justify.
FOR ALL SESSIONS:
Remember to reorganise the composition of the groups for the different activities.
Remember to adapt activities. Assignments for pre-service teachers.
Remember at the end of every session-summary and evaluation in terms of ground covered and link to assessment criteria
and the learning outcome.
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
Learning outcomes (LOs)
1 Understand own role, responsibilities and boundaries of role in relation to teaching.
2 Understand appropriate teaching and learning approaches in the specialist area.
3 Demonstrate session planning skills.
4 Understand how to deliver inclusive sessions which motivate learners.
5 Understand the use of different assessment methods and the need for record keeping.
LO
Assessment
Criteria
Suggested teaching activities
Suggested resources
Tutor notes
1
Indicative content
for
1. Induction, enrolment, health and
safety announcements. Introduction to
the course and ground rules.
Introduction to the unit.
2. Activity 1. Small group work.
Exploring the roles, responsibilities
and boundaries.
Whole group-Feedback from group
work and whole group discussion.
3. PTLLS teacher provides overview
of their own role, responsibilities and
boundaries with link to
the policies and procedures that
shape aspects of the role.
4. Activity 2. Small group work.
Revisiting the roles and
responsibilities in relation to the
PTLLS teachers input and the
information sheet ‘The Learning
Journey’.
Whole group- feedback from groups,
Information activity sheets and video footage of
choice for example;
Suggestions for assessments
are to be found in the
‘Guidance on Assessment’
section.
This session will contribute to
the knowledge requirements
of assessment criteria, 1.1,
1.2, 1.3, and 1.5 and enable
the student teacher to start
preparing the evidence linked
to practice for these criteria.
It may be possible for the
student teacher to use some
of the work that they have
produced during the session
as evidence towards practice
but it would need to be clearly
identifiable as their own and
not a group contribution.
1.1,
1.2
1.3
1.5
Activity sheets( PTA-1)- my roles
Roles, responsibilities, boundaries.
The PTLLS teacher’s role, responsibility,
boundaries.
The Learning Journey
http://goldust.org.uk/sessionplanning/print/The
%20learning%20journey.doc
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
2
LO
Assessment
Criteria
Suggested teaching activities
Suggested resources
Tutor notes
Information activity sheets and video footage of
choice for example;
Presentation
Activities based on or using the following
Task 1
Who are your learners
http://goldust.org.uk/sessionplanning/print/Activi
ties%20with%20supporting%20video%20footag
e/who%20are%20your%20learners.doc
Task 2
Responding to learners needs
http://goldust.org.uk/sessionplanning/print/Activi
ties%20with%20supporting%20video%20footag
e/responding%20to%20learners'%20needs.doc
Task 3. Managing groups
http://goldust.org.uk/sessionplanning/print/Activi
ties%20with%20supporting%20video%20footag
e/managing%20groups.doc
This session will contribute to
the knowledge requirements
of assessment criteria,1.4,
4.1, 4.3, 4.4, 4.5, 2.1, 2.3,
and enable the student
teacher to start preparing the
evidence linked to practice for
these criteria. It may be
possible for the student
teacher to use some of the
work that they have produced
during the session as
evidence, for 1.4, for
example, towards practice
but it would need to be clearly
identifiable as their own and
not a group contribution.
whole group discussion.
5. Summary and evaluation in terms
of ground covered and link to
assessment criteria and the learning
outcome.
Setting the self directed study tasks.
Link to work for the next session.
1, 2, 1.4
4
2.1
2.3
4.1
4.3
4.4
4.5
NB This
element will
require 3 taught
sessions.
1. 1Introduction and overview.
Presentation with Q&A
2. Small group work . Task 1. Who
are your learners? Plenary and
summary- whole group (a good start
to understanding issues or
differentiation, individualised or
personalised learning)
3. Task 2. Small group work.
Responding to learners needs.
4. Plenary and summary-whole group.
5. Introducing the topic of planning for
the first observed teaching practice.
Whole group work.
6. Task 3. Small group work.
Managing Groups.
Small group or paired work. Studentteachers use audit sheets/ check lists
to consider activities, room layout etc.
7. Whole group work. Feedback,
Task 4. The planning process diagram
http://goldust.org.uk/sessionplanning/print/Diagr
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
3
LO
Assessment
Criteria
Suggested teaching activities
Suggested resources
discussion, checklist of top tips for
managing groups (own or from the
group or both)
8. The planning process and
introduction to planning for variety.
Whole group.
19. Task 4 Small group work.
Planning for variety. Small group or
paired work. Student-teachers use
audit sheets/ check lists to consider
activities, room layout etc.
10. Feedback and whole group
discussion
11 Task 5 Reflecting on practice-small
group work. Small group work
12. Feedback and whole group
discussion
13.Summary, evaluation link to
following session
ammatic%20overview%20of%20the%20plannin
g%20process.doc)
Tutor notes
Planning for Variety - there are video clips and
information sheets on this topic at
http://www.goldust.org.uk/sessionplanning/print/
activities/planning%20for%20varietyauditing%20my%20current%20practice.pdf
http://www.goldust.org.uk/sessionplanning/plan
ning.html
Task 5 reflective practice
http://www.goldust.org.uk/reflectivepractice/refle
ctive.html
Information sheets on planning for the first
observed teaching session or micro-teach.
3
3.1
3.2
1. Introduction and overview. Detail of
the observed teaching process.
2. Task 1. Aims and Objectives.
Small group work.
3. Feedback and discussion. Whole
group.
Information activity sheets and video footage of
choice for example;
Detail of requirements, schedule etc for first
observed teaching practice.
Task 1. Aims and objectives.
http://goldust.org.uk/sessionplanning/print/Activi
ties%20with%20supporting%20video%20footage/a
This session will contribute to
the knowledge requirements
of assessment criteria,
3.1,3.2, and enable the
student teacher to start
preparing the evidence linked
to practice for these criteria.
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
4
LO
Assessment
Criteria
Suggested teaching activities
Suggested resources
Tutor notes
4. Task 2. Creating a session plan.
Small group work.
5. Feedback and discussion. Whole
group.
6. Summary, evaluation link to
following session
ims%20and%20objectives.doc
It may be possible for the
student teacher to use the
session plan and commentary
they have produced during
the session as evidence
towards practice but it would
need to be clearly identifiable
as their own and not a group
contribution.
Task 2. Creating a session plan
http://goldust.org.uk/sessionplanning/print/Activi
ties%20with%20supporting%20video%20footag
e/creating%20a%20session%20plan.doc
Teaching theory-checklist for teachers
http://goldust.org.uk/sessionplanning/print/Plan
ning%20to%20teach%20theory/checkilist%20fo
r%20teachers%20and%2
Teaching theory- learner entitlement
http://goldust.org.uk/sessionplanning/print/Plan
ning%20to%20teach%20theory/teaching%20th
eory%20-learners'%20enritlement%201.doc
Linking theory to work placement practiceteacher checklist
http://goldust.org.uk/sessionplanning/print/Plan
ning%20to%20teach%20theory/teaching%20th
eory%20-learners'%20enritlem
Linking theory to workplace practice-learner
entitlement.
http://goldust.org.uk/sessionplanning/print/Plan
ning%20to%20link%20theory%20to%20workex
perience/learner%20entitlement.doc
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
5
LO
Assessment
Criteria
Suggested teaching activities
Suggested resources
Tutor notes
Developing schemes of work and session plans
http://goldust.org.uk/sessionplanning/print/Deve
loping%20schemes%20of%20work%20and%2
0session%20plans.doc
3, 4
3.1,
3.2
3.3
4.2
4.4,
Micro-teaching session 1
Student-teachers should provide
plans and use them appropriately to
deliver a session
Student-teachers could use the selfevaluation forms to evaluate how
planned session met the needs of the
individual learners.
The student teacher should use the
evaluation and feedback to provide an
analysis of the resources that they
used for the session.
Student-teachers should use a range
of teaching and learning strategies
designed to engage and motivate
learners, they should observe
appropriate policies and legal
Student teachers should
communicate appropriately and
effectively
Resources and facilities required by studentteachers.
Observed practice assessment forms.
Self evaluation forms.
These are available within the Centre
Handbook at pages 32 and 35, respectively.
A large group may need to be
split and the micro-teaching
split over 2 weeks.
Part of the session therefore
used to review progress on
and support with building the
Professional Development
Portfolios/extra support
tutorials.
If the group is small then one
session for micro-teaching
and one for support with
building the Professional
Development Portfolios/ extra
support tutorials
This element will contribute
to the knowledge
requirements of
assessment criteria, 3.1,
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
6
LO
5
Assessment
Criteria
5.1
5.2
5.3
Suggested teaching activities
1. Introduction and overview
2. Task 1.Learning Journey activity.
Small group work.
3. Feedback and discussion. Whole
Group.
4. Purposes of assessment and
record keeping. Whole group
5. Task 2. Purposes of assessment.
Small group work.
6. Feedback and discussion. Whole
group
7. Task 3. Checking learning. Small
group work
8. Feedback and discussion
9. Summary, evaluation link to
following session
Suggested resources
Information activity sheets and video footage of
choice for example;
NB A range of these are available at
http://goldust.org.uk
Task 1. The Learning Journey
http://goldust.org.uk/sessionplanning/print/The
%20learning%20journey.doc
Task 2. Purposes of assessment activity. (PTA13)
Tutor notes
3.2, 3.3, 4.2, 4.4 and enable
the student teacher to start
preparing the evidence
linked to practice for these
criteria. It may be possible
for the student teacher to
use evidence such as the
session plans,
This session will contribute to
the knowledge requirements
of assessment criteria, 5.1,
5.2, 5.3, and enable the
student teacher to start
preparing the evidence linked
to practice for these criteria.
It may be possible for the
student teacher to use
material developed during the
session as evidence towards
practice but it would need to
be clearly identifiable as their
own and not a group
contribution.
OCR Teaching in the Lifelong Learning Sector. This scheme of work is offered as guidance and is not intended as a definitive document.
Version 1.0
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