?Developing your writing frame

Cut and Paste the four assessment outcomes:

1 research and write a report on current provision for 14 to 16 year olds and the legal framework in which it operates. Comment on how this has changed, evaluating its impact on your practice, and how working with the age group is affected by legislation. Include in your answer an outline of the roles of both the compulsory and post-compulsory sectors, showing how the relationship between them is evolving in your locality. 2 write an account of approaches to learning that have relevance to 14-16 year olds, and to the management of their learning. Consider the emotional development of people within this age range in your answer. 3 for an identified group of 14 to 16 year old learners, provide a reflective account ofyour planning and management of learning, your choice of techniques, and methods of assessment. Make reference to the range of techniques and methods available for managing learning and assessment.

4 Identify key aspects of your own role and responsibilities in relation to 14 to 16 year old learners, and use this as a basis for evaluating your own practice with learners of this age. Your evaluation must include ways of improving your practice. Now take each assessment outcome and add the assessment criteria to each outcome

Example:

Assessment outcome one:

Research and write a report on current provision for 14 to 16 year olds and the legal framework in which it operates. Comment on how this has changed, evaluating its impact on your practice, and how working with the age group is affected by legislation.

Include in your answer an outline of the roles of both the compulsory and post-compulsory sectors, showing how the relationship between them is evolving in your locality.

Now add the assessment criteria that applies to this assessment outcome:

• review the current provision for 14-16 year olds in the compulsory and post compulsory sectors

• analyse the relationship between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

• review the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-16 year

• review the legal framework and key legislation relating to working with 14-16 year olds olds • evaluate the impact on own practice of legislation relating to working with 14-16 year olds

Now weave in the assessment outcomes into each section of the criteria

Research and write a report on current provision for 14 to 16 year olds and the legal framework in which it operates.
review the current provision for 14-16 year olds in the compulsory and post compulsory sectors review the legal framework and key legislation relating to working with 14-16 year olds olds

Comment on how this has changed, evaluating its impact on your practice, and how working with the age group is affected by legislation.

evaluate the impact on own practice of legislation relating to working with 14-16 year olds

Include in your answer an outline of the roles of both the compulsory and
post-compulsory sectors, showing how the relationship between them is evolving in your locality.

analyse the relationship between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds review the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-16 year old

Now that you have completed this you can take the next step in developing your writing frame:

Consider an Introduction (200 words) include:

Who you are, where and what you teach and a summary of what you intend to do in this essay- (the learning Outcomes)

Now add word count to each of the sections
Section one
Research and write a report on current provision for 14 to 16 year olds and the legal framework in which it operates. (600 words)
review the current provision for 14-16 year olds in the compulsory and post compulsory sectors review the legal framework and key legislation relating to working with 14-16 year olds olds Section two

Comment on how this has changed, evaluating its impact on your practice, and how working with the age group is affected by legislation. (600 words)

evaluate the impact on own practice of legislation relating to working with 14-16 year olds

Section three
Include in your answer an outline of the roles of both the compulsory and post-compulsory sectors, showing how the relationship between them is evolving in your locality. (600 words)

analyse the relationship between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds review the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

Conclusions 300 words

You now have the writing frame for assessment outcome one

Assessment outcome two asks you to:

2. Write an account of approaches to learning that have relevance to 14-16 year olds, and to the management of their learning. Consider the emotional development of people within this age range in your answer.

Now add the assessment criteria:

review learning models that are appropriate for 14-16 year olds

analyse the stages of emotional development of 14-16 year olds

Introduction
Summarise what you will cover in this account 150 words

Section one:

Review curriculum and identify/describe models and approaches that have relevance to 14-16 year olds and to the management of their learning. (700 words)

Now analyse the stages of emotional development of 14-16 year olds and why these models and approaches support / do not support this.(700 words)

Conclusions:
Draw from key findings and recognise how they will influence future practice
(150 words) Assessment outcome three:
3. for an identified group of 14 to 16 year old learners, provide a reflective account of your planning and management of learning, your choice of techniques, and methods of assessment. Make reference to the range of techniques and methods available for managing learning and assessment.

Ok so this is a reflective account but what do you base it on? I would add a scheme of work and then reflect on this in the following areas:

Introduction (100 words)
Summary of what you are intending to do
Summary of group of learners – age, course, summary of key characteristics (add profile as appendix)

Section one (200 words)
General reflection on your planning and management of learning – what considerations do you make and why why in this order?
Section two (500 words)
Reflect on what choice of techniques available? (Chart) Reflect on what influences you in the choices you make? Could this be improved (500 words)
Section three (500 words)
Reflect on methods of assessment available (Chart) Reflect on what influences the choices you make / could this be improved

Conclusions and any implications for future practice/ personal development (200 words) Assessment outcome four

4 Identify key aspects of your own role and responsibilities in relation to 14 to 16 year old learners, and use this as a basis for evaluating your own practice with learners of this age. Your evaluation must include ways of improving your practice.

For this I would complete a chart:

Identify key aspects of your own role and responsibilities
LLUK Standard
Evaluation of your own practice
( APR Observations, Results, Learner Feedback and self)
Ways of improving your practice.

Action plan

The End

Assessment outcomes
On successful completion of this unit, candidates will be able to:

Covered in task(s)

1

• review the current provision for 14-16 year olds in the compulsory and post compulsory sectors

1

• analyse the relationship between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

1

• review the local implementation of partnerships between the compulsory and post compulsory sectors with regard to provision for 14-16 year olds

2

• review learning models that are appropriate for 14-16 year olds

2

• analyse the stages of emotional development of 14-16 year olds

1

• review the legal framework and key legislation relating to working with 14-16 year olds

4

• analyse own role and responsibilities in relation to working with 14-16 year olds

1

• evaluate the impact on own practice of legislation relating to working with 14-16 year olds

3

• discuss ways of managing the learning of 14-16 year olds in the learning environment

3

• use techniques and strategies to manage the learning of 14-16 year olds in the learning environment

3

• plan learning sessions to meet the needs of 14-16 year olds integrating the key skills of communication, application of number and ICT as appropriate.

3

• use a range of teaching and learning approaches that are appropriate for
14-16 year olds

3

• review a range of assessment methods that are appropriate for 14-16 year olds

3

• use a range of assessment methods that are appropriate for 14-16 year olds

• use regular reflection and feedback from others, including learners, to evaluate own practice in working with 14-16year olds, making recommendations for modification as appropriate

Unit content
Centres should include the following in the delivery of this unit • Government and local policies, regulations and legislation relating to the education of young people in this age group, including: o 14-19 Education and Skills White Paper

o Higher Standards White Paper
o Youth Matters Green Paper
• 14-19 Implementation plans (Dept for Children, Families and Schools, and local) • Every Child Matters
• Children Act 2004
• SENDA
• Local provision and prospectuses for 14-19 year old learners • Bullying and behaviour policies
• Qualifications appropriate to the age range
• Essential skills of communication, application of number and ICT • Inclusion
• Recording and reporting arrangements
• Learning support provison
• School and other learning environments for this age range • Development –
principles and characteristics relating to the age group • Self-image and social factors influencing learning for this age group

Diploma in

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