The Level 4 Certificate in Education and Training (RQF) qualification is regulated by Ofqual. The qualification was supported by the Learning and Skills Improvement Service (LSIS) prior to its closure (in July 2013).
The Level 4 Certificate in Education and Training (RQF) replaces the Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS).
QUALIFICATION PURPOSE
The Level 4 Certificate in Education and Training (RQF) prepares trainee teachers to teach in a wide range of contexts.
This qualification can meet the needs of a range of trainee teachers, including:
- individuals who are not currently teaching and training but who can meet the practice requirements, 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 can meet the practice requirements, including the observed and assessed practice requirements of the qualification;
- individuals currently working as assessors who wish to achieve a teaching qualification.
The purpose of the qualification on the RQF is to ‘Confirm competence in an occupational role to the standards required’ (D1).
This qualification is suitable for individuals who want a qualification that focuses on practical teaching, and prefer a wide choice of optional units. Learners may already be teaching and wish to have their experience and practice accredited, or not presently teaching but capable of meeting the minimum teaching practice requirement of 30 hours.
Learners must be willing to undertake an initial assessment of their skills in English, Mathematics and ICT, record their development needs, and follow an action plan. Some units from the Learning and Development suite may be achieved within this qualification. These units require that practice be assessed in the trainee teacher’s place of work. Further details can be found in the ‘structure of the qualification’ section. Centers should read the following documents to ensure that delivery of these qualifications meets the minimum requirements as stated by LSIS.
- Teaching and Training Qualifications for the Further Education and Skills Sector in England (2013) Guidance for initial teacher education providers April 2013
- Qualification Guidance for awarding organisations Level 4 Certificate in Education and Training (QCF)
GUIDED LEARNING HOURS
The credit value of a qualification can be used to determine how long it will take to the average learner to achieve, as one credit represents 10 hours of learning. The Level 4 Certificate in Education and Training (QCF) is a 36 credit qualification – therefore, learners could take up to 360 hours to achieve it.
These hours comprise both contact time with a teacher/assessor, known as guided learning hours (GLH), and non-contact time for independent study and practice.
The recommended GLH for this qualification are a minimum of 140.
ASSESSMENT
Centres can choose to deliver and assess the units of the programme individually or holistically. A scheme of work should be created which covers the content of the mandatory units. Guidance is given regarding the content of each mandatory unit in the units of assessment section of this specification. Centres may choose which optional units they offer. However these must meet the needs of the learner and be assessed and quality assured by staff who meet the relevant requirements for each unit.
If units are assessed holistically, centres must be able to accredit a learner for any individual units which have been achieved should they leave the programme. As three of the mandatory units require an observation of teaching practice, each observation must have been successfully completed before the relevant unit can be claimed. Further details regarding observations can be found in the units of assessment section of this specification. Centres can choose appropriate assessment methods, provided that all the learning outcomes and assessment criteria of each unit can be met by learners. The awarding body provides assignments for centres to use for the mandatory units, however these are not compulsory.
Academic referencing e.g. using quotations from text books, is a requirement at level 4.
PROGRESSION
Successful learners can progress to other qualifications such as:
- Level 5 Diploma in Education and Training (QCF)
OBSERVED AND ASSESSED PRACTICE REQUIREMENTS:
Learners must carry out at least 30 hours of teaching practice.
There is no requirement to evidence working with groups of learners to achieve this qualification unless units are undertaken which specify that purpose. However, where trainee teachers are working solely with individuals, a
programe may also include support and preparation for working with groups.
The practice requirements for the optional units are detailed within the relevant unit guidance.
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
- gaining subject-specialist knowledge through workplace mentoring.
Trainee teachers should have access to as many of these as possible during their teaching practice.
ASSESSMENT
Centres can choose to deliver and assess the units of the programme individually or holistically. A scheme of work should be created which covers the content of the mandatory units. Guidance is given regarding the content of each mandatory unit in the units of assessment section of this specification. Centres may choose which optional units they offer. However these must meet the needs of the learner and be assessed and quality assured by staff who meet the relevant requirements for each unit.
If units are assessed holistically, centres must be able to accredit a learner for any individual units which have been achieved should they leave the programme. As three of the mandatory units require an observation of teaching practice, each observation must have been successfully completed before the relevant unit can be claimed. Further details regarding observations can be found in the units of assessment section of this specification. Centres can choose appropriate assessment methods, provided that all the learning outcomes and assessment criteria of each unit can be met by learners. The awarding body provides assignments for centres to use for the mandatory units, however these are not compulsory.
Academic referencing e.g. using quotations from text books, is a requirement at level 4.
Learning journals are a good way of documenting progress and achievement, but these are not a formal requirement.
Simulation or micro teaching activities are not allowed.
Examples of assessment methods for this qualification include:-
- Assignments
- Case studies
- Checklists
- Essays
- Observations
- Online assessments
- Portfolio of evidence
- Professional discussion
- Projects
- Questions – written and oral
- Reflective learning journal
- Self-evaluation and action plan
- Written statements
- Worksheets.
Recording documents for the assessments can be found on the Management Suite.
All learning outcomes must be met to achieve a Pass – there is no grading.
STRUCTURE
Learners must achieve a minimum of 36 credits from two unit groups to be awarded the Level 4 Certificate
in Education and Training (QCF). Learners must achieve a minimum of 21 credits at Level 4 or above. There is a requirement for a minimum of 30 hours of practice.
| Unit no. | Unit title | Unit Reference | Level | Credit Value | GLH |
| Group A Twenty one (21) credits must be achieved from this group | |||||
| 1 | Understanding roles, responsibilities and relationships in education and training | H/505/0053 | 3 | 3 | 12 |
| 2 | Planning to meet the needs of learners in education and training | A/505/1189 | 4 | 3 | 15 |
| 3 | Delivering education and training | M/5050122 | 4 | 6 | 24 |
| 4 | Using resources for education and training | L/505/0127 | 4 | 6 | 24 |
| Group B Fifteen (15) credits must be achieved from this group | |||||
| 6 | Assess occupational competence in the work environment (Learning and Development unit) | H/601/5314 | 3 | 6 | 30 |
| 7 | Assess vocational skills, knowledge and understanding (Learning and Development unit) | F/601/5319 | 3 | 6 | 24 |
| 8 | Assessment and support for the recognition of prior learning through the accreditation of learning outcomes | F/505/0187 | 3 | 6 | 30 |
| 9 | Delivering employability skills | M/505/1089 | 4 | 6 | 20 |
| 10 | Develop and prepare resources for learning and development (Learning and Development unit) | A/502/9547 | 4 | 6 | 25 |
| 11 | Develop learning and development programmes (Learning and development unit) | M/502/9545 | 4 | 6 | 30 |
| 12 | Effective partnership working in the teaching and learning context | Y/503/5310 | 4 | 15 | 50 |
| 13 | Engage learners in the learning and development process (Learning and development unit) | F/502/9551 | 3 | 6 | 30 |
| 14 | Engage with employers to develop and support learning provision (Learning and Development unit) | Y/502/9555 | 3 | 6 | 25 |
| 15 | Engage with employers to facilitate workforce development (Learning and Development unit) | D/502/9556 | 4 | 6 | 30 |
| 16 | Equality and diversity | Y/503/5789 | 4 | 6 | 25 |
| 17 | Evaluating learning programmes | K/505/1091 | 4 | 3 | 15 |
| 18 | Identify individual learning and development needs (Learning and development unit) | K/502/9544 | 3 | 3 | 24 |
| 19 | Identify the learning needs of organisations (Learning and Development unit) | H/502/9543 | 4 | 6 | 30 |
| 20 | Inclusive practice | L/503/5384 | 4 | 15 | 50 |
| 21 | Internally assure the quality of assessment (Learning and Development unit) | A/601/5321 | 4 | 6 | 45 |
| 22 | Manage learning and development in groups (Learning and Development unit) | A/502/9550 | 4 | 6 | 30 |
| 23 | Preparing for the coaching role | J/505/0188 | 4 | 3 | 15 |
| 24 | Preparing for the mentoring role | L/505/0189 | 4 | 3 | 15 |
| 25 | Understanding and managing behaviours in a learning environment | Y/505/1099 | 4 | 6 | 20 |
| 26 | Understanding the principles and practices of externally assuring the quality of assessment (Learning and Development unit) | F/601/5322 | 4 | 6 | 45 |
| 27 | Understanding the principles and practices of internally assuring the quality of assessment (Learning and Development unit) | T/601/5320 | 4 | 6 | 45 |
| 28 | Working with the 14-19 age range in the learning environment | D/505/1105 | 4 | 9 | 30 |
THE MINIMUM CORE
- Language
- Numeracy
- Information and communication technology (ICT).
The elements are integrated into the four mandatory units of the Certificate which are at level 4:
- Planning to meet the needs of learners in education and training
- Delivering education and training
- Assessing learners in education and training
- Using resources for education and training
An initial assessment of the minimum core skills should be carried out when learners commence the qualification. Learners should be encouraged to take additional programmes to support the development of their skills as necessary. Free online courses are available, for example at: http://www.move-on.org.uk/ and www.learnmyway.com
“The minimum core aims to:
- promote an understanding that underpinning literacy, language, numeracy and ICT skills may be needed for learners to succeed and achieve their chosen qualification
- encourage the development of inclusive practices to addressing the literacy, language, numeracy and ICT needs of learners
- raise awareness of the benefits to learners of developing embedded approaches to teaching, learning and assessment of English, maths and ICT
- provide signposts to useful materials which will support collaborative working with specialist teachers of literacy, language, numeracy and ICT in understanding how to integrate these skills within other areas of specialism (LLUK 2007 page 6)”.
ENTRY REQUIREMENTS
There are no specific entry requirements. There may be a requirement by the employer for learners to be checked by the Disclosure and Barring Service: https://www.gov.uk/disclosure-barring-service-check/overview or if they intend to work with learners who are covered by these regulations (formerly Criminal Records Bureau (CRB)). It is the learner’s responsibility to seek advice from their employer regarding this.
There is no requirement for learners to complete the Level 3 Award in Education and Training prior to commencing this qualification. However, if a learner has achieved the level 3 unit: “Understanding roles, responsibilities and relationships in education and training”, they will be not have to take this unit as part of the Level 4 Certificate in Education and Training. Evidence must be produced by the learner in the form of a recognised certificate to prove his/her achievement, and centres should maintain a copy.
There are no other nationally agreed entry requirements.
This qualification is appropriate for learners of 19+.
TEACHING PRACTICE REQUIREMENT
There must be a minimum of three observations of practice, which cumulatively should total a minimum of three
hours. This excludes any observed practice completed as part of the Level 3 Award in Education and Training
(QCF). Any single observation must be a minimum of half an hour in duration.
Observations should be appropriately spaced throughout the whole programme and take each trainee teacher’s
progress into account.
For the Education and Training units, practice must be in a teaching and learning environment. As stated above,
there is a requirement for a minimum of three observations of practice. The three observations must be linked to
the following mandatory units:
- Delivering education and training (Level 4)
- Assessing learners in education and training (Level 4)
- Using resources for education and training (Level 4).
The Awarding Body recommends that a holistic approach be taken to observed and assessed practice. This is so that each
observation and assessment of practice enables trainee teachers to provide evidence for all of the three units
identified above.
To be eligible for the award of credit for any one of the above three units, a trainee teacher must be able to provide evidence of a minimum of one assessed observation of practice that meets the required standard of practice. To be eligible for the award of credit for all three units, a trainee teacher must be able to provide evidence of a minimum of three assessed observations of practice that meet the required standard of practice. There are additional practice requirements, including observed and assessed practice requirements, for some optional units. These requirements are in addition to the observed and assessed practice requirements identified above for the mandatory units and are summarised in the units of assessment.
For some optional units taken from the Learning and Development qualifications, practice must be in a real work environment and in the appropriate context with groups of learners or with individual learners. The number of hours of practice required, and the number of hours to be observed and assessed, are not specified for the Learning and Development units.
These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above.
TRANSFER OF PRACTICE
There is no transfer of practice, including observed and assessed practice from a previously achieved Level 3 Award in Education and Training.
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