Unit 13 – Developing, Using and Organising Resources in a Specialist Area

Posted on June 7, 2022 by Cheapest Assignment

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On completion of this unit you will:

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

2. Be able to develop and use inclusive resources in own specialist area
3. Understand how to organise and enable access to resources

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

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

1. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.
2. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by presentation, report/assignment, products and reflective account. Other methods, such as professional discussion, questions and answers and observation may also be used.
Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve each assessment criteria for total of four learning outcomes (given them on page no. 2) in this assignment brief. All assessment criteria (or  learning outcomes alternatively) must be achieved to pass this unit. External paper 4. There is no external paper requirement for this unit.

Aim of this assignment
The aim of this assignment is to enable you to develop, use, and organise resources within a specialist subject, vocational or other area. It includes the purpose, development and use of resources, how to organise them and enable access to others. It also includes understanding legal requirements and responsibilities relating to resources and evaluating your own practice in resource development and use.
Developing knowledge and achieving outcomes
You will be guided by your tutor and assessor on the evidence that needs to be produced.
Your knowledge and understanding will be assessed using the assessment methods listed
below:
• Presentation/slide show/hand outs and observation form
• Assignment/Report
• Products (Produced plan and teaching resources) and self-explanation
• Poster
• Reflective accounts
When a criterion has been achieved through a presentation, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence apart from hand outs/slides if any criterion has already been achieved. In addition to the above assessment methods, you may need to provide practical evidence from

your own work or additional evidence such as witness statements, professional discussion, observed work and evidence of prior learning to meet a criterion then adequately.

Task 1: Report Reference criteria: 1.1, 2.3 and 3.1
You have just joint a FE college as a trainee lecturer in lifelong learning sector. You have been asked by your line manager to produce a presentation to demonstrate your understanding and knowledge on the following criteria in your own specialist area before delivering your lecture in two week-time:

1.1 Explain the purpose of resources in learning and teaching
2.3 Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area
3.1 Explain ways in which resources can be classified and stored

Evidence type: Presentation/slide show/hand outs and observation form Guidance: Students are expected to write their own specialist area and then prepare at least one or more slides to achieve each of above criteria fully and deliver a PowerPoint/slide show presentation in front of tutor/assessor (and also in front of group/whole class if possible), provide printed handouts to tutor/assessor and tutor/assessor would complete an observation form as evidence explaining how you have achieved criteria. Make sure contents on the slides meet criteria fully.

Task 2: Report Reference criteria: 1.2, 2.1, 2.2, 2.4 and 3.2

As a trainee lecturer in lifelong learning sector, you have been working at a FE college where you prepare teaching and learning resources in your own specialist area and show to your line manager before delivering any lectures in the classroom. Your line manager would like to review course curriculum soon for next cohort and has asked you to produce a report on the following criteria:
1.2 Evaluate the effectiveness of specific resources from own specialist area in meeting
individual learning needs
2.1 Analyse principles of resource design
2.2 Evaluate sources that inform resource development in own specialist area

2.4 Analyse ways in which resources can be adapted to enable an inclusive approach in
own specialist area
3.2 Review ways of sharing resources with other learning professionals
Evidence type: Assignment/Report
Guidance: Students are expected to prepare a professional report following Harvard Style Referencing and use Pearson’s ‘unit amplification’ for each of above criteria.
Few examples from ‘Unit amplification’ can be given such as effectiveness of specific resources, e.g., specific to knowledge content, addressing and developing required skills and matched to abilities of learners for 1.1.
Meeting learning needs such as VAK model, addressing learning domains (Bloom) and Simple Measure of Gobbledygook (SMOG) test readability for 2.1.
To explore existing good practice with peers and colleagues, library or study centre provision, internet resources and formal resources such as subject journals, online review and vocational sector skills bodies for 2.2.
Addressing learning domains (Bloom), reinforcing experiential learning cycle (Kolb) and addressing different level of needs (Maslow) for 2.3. Adapting resources, e.g., paper-based, adapting language to purpose, change of paper colour,
alter font type and size, use of image and technologies e.g. software and VLE for 2.4. Identifying common resources, creation and use of central resource bank and networking with interesting parties for 3.2. Task 3: Portfolio evidence Reference criteria: 2.5, 2.6, 5.1, 5.2 and 5.3 Your line manager would like to see some of your produced teaching and learning resources to present them at the next centre internal quality review visit. Complete the following criteria
to make the products (teaching plan resources) and explain them where necessary: 2.5 Design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area 2.6 Employ resources to engage and meet the individual needs of learners in own specialist
area 5.1 Evaluate the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area 5.2 Identify own strengths and areas for improvement in relation to development and use ofresources in own specialist area. 5.3 Plan opportunities to improve own skills in development and use of resources in own specialist area Evidence type: Products (Produced plan and Teaching Resources) and self-explanation Guidance: Few examples from ‘Unit amplification’ can be given such as For 2.5, design few resources for a long session/few sessions in your own specialist area using suitable tools/software/technologies to engage learners and meet their individual needs fully (such as lecture notes and slides). For 2.6, explain how your produced resources (or products) engage and meet the individual needs (speaker notes or separate notes can be written).
For 5.1, evaluate the effectiveness of your produced resources (or products) and use of them to engage and meet the individual needs of learners. For 5.3, and plan opportunities to improve over your produced resources (or products) e.g., prepare improved version of your resources with reasons or write what skills to improve in development and use of resources in your own specialist area in the future. Reference criteria: 4.1 and 4.2 Task 4: Academic Poster

As a trainee lecturer in the lifelong learning sector, you found challenging to keep up to date with legal requirements and responsibilities relating to the development and use of resources as they are changed frequently. Your line manager has asked you to produce a poster to meet the following criteria:

7 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area 4.1 Review legal requirements and responsibilities relating to the development and use of resources
4.2 Analyse the implications of intellectual property rights and copyright for the development
and use of resources. Evidence type: Poster Guidance: students are expected to read and annotate/highlight few recent legal requirements or laws/regulations and responsibilities relating to the development and use of
resources and produce a poster in A3 size (either by hand drawing with marker/colour pens or in computer using suitable tool/software) for 4.1. For 4.2, students are expected to analyse their experiences over the implications of
intellectual property rights and copyright while they developed and used resources previously, as part of the reflective account.Additional guidance In this assignment brief, some command verbs or key words

Additional guidance

In this assignment brief, some command verbs or key words are used such as ‘analyse’, ‘evaluate’ and ‘review’ where students are expected to understand their meaning first indetail and apply them at level 5 standards relating to the criterion mentioned. • ‘Analyse’ means examine methodically and in detail, typically in order to explain and
interpret it. You can mention methods, options, issues or factors and examine them in detail with strengths and weaknesses or merits and demerits. • ‘Evaluate’ means judge the quality, importance, amount, or value of something with your
opinions. You can give your judgement about good or bad with recommendations using evidence to support your argument. You can also write conclusion at the end. • ‘Review’ means think or talk about something or come to the decision of the changes to be made reading an article, a book, recent/existing document/policy/regulation and so
on. You can talk about a subject critically, analysing and commenting on the important statements to be made about it.

List of books and websites

Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to Theory and Practice (Open University Press, 2009) ISBN 9780335234684 Tummons J – Curriculum Studies in the LLLS, Learning Matters, 2011 ISBN 978184441937Wallace S – The Lifelong Learning Sector Reflective Reader (2010), (Learning Matters,
2010) ISBN 9781844452965 Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving
QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629

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