Unit 30: Developing, using and organising resources in a specialist area - H/505/1090

Guided Learning Hours: 50

Unit Level: 5
Unit Credit: 15

Unit grid: Learning outcomes/Assessment Criteria/Content

Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents:
1. Understand the purpose and use of 1.1 Explain the purpose of resources in teaching and learning Purpose of resources in teaching and learning: Provides factual
resources in own specialist area information to learners, information to support learning, aids to
understanding and recall; including: illustrations, statistics, case studies to
facilitate learning, vehicles to enable skills to be practiced and developed
and practice assessment materials.
1.2 Evaluate the effectiveness of specific resources from own Evaluate the effectiveness of specific resources from own specialist area:
specialist area in meeting individual learning needs Setting evaluation objectives; identifying performance indicators/
organisational standards; reviewing: delivery, assessment methods, cost
effectiveness, use of technology, materials and resources; retention and
achievement rates; collecting feedback from learners, team members and
external verifiers; use of questionnaires, interviews, reviews, IV reports
and SWOT analysis and identifying areas for improvement.
2. Be able to develop and use inclusive 2.1 Analyse principles of resource design Principles of resource design: Fit for purpose, meet the needs of learners,
resources in own specialist area meet specific additional requirements, reduce the need for reasonable
adjustments, clear presentation which motivates learners, supports
teaching to facilitate learning, easy access, meets learning objectives and
assessment criteria, sequenced to mirror teaching etc.
2.2 Evaluate sources that inform resource development in Evaluate sources that inform resource development: in own specialist
own specialist area area: Reviewing existing: resources, literature, software packages, on-line
sources, sample documents, promotional materials form relevant
companies; covering: suitability to contribute to delivery, assessment
methods, cost effectiveness and use of technology, materials and
resources.
 2.3 Analyse how theories, principles and models of inclusive Analyse how theories, principles and models of inclusive curriculum
curriculum design can be used to inform resource design can be used in own specialist area: Theories covering different
development in own specialist area aspects of learning/ learning domains e.g. Bloom; models: experiential
learning, building knowledge/ skills e.g. Maslow; blended resources; the
virtual learning environment (VLE); choosing the model, adapting to meet
the needs of the specialist area, using technologies and meeting
workplace needs.
2.4 Analyse ways in which resources can be adapted to Analyse ways in which resources can be adapted: Including: modifications
enable an inclusive approach in own specialist area that can be made to improve inclusivity, suitability of resources for
adaptation/ improvement, checking readability using SMOG, adaptations
for specific purposes such as colour of paper, choice of font and size,
effect of changes on effectiveness of the resources in supporting teaching
and learning, types of changes made, format, presentation, access, for
different levels, options for learners to make own changes to meet their
needs, changes for different learning environments (classroom,
workplace, distance learning, virtual learning environment etc.).
2.5 Design resources, including those that involve new and Design resources to engage and meet the individual needs of learners:
emerging technologies, to engage and meet the Covering: using new technologies in the design of resources for specialist
individual needs of learners in own specialist area areas; covering: use of virtual learning environment (VLE), intranet,
internet, DVDs, commercial IT packages (new/ adapted); specialist
handouts and other materials, books, equipment, models and workshops.
2.6 Employ resources to engage and meet the individual Employ resources to engage and meet the individual needs of learners:
needs of learners in own specialist area Covering: language, numeracy, ICTs skills, learning styles, materials to be
used by individuals/ groups, experiential learning, adaptations to meet
specific learning needs, ownership/ responsibility for learning, use of
workshops, VLE, simulation, access to workplace specialist learning
packages with adaptations where needed, use of PowerPoint and
interactive boards.
3.Understand how to organise and 3.1 Explain ways in which resources can be classified and Classification and storage of resources: Covering: type of resource (ICT,
enable access to resources stored hard copy, equipment), storage system, location, security, health and
safety issues, cataloguing, management, archiving and retrieval
procedures, issuing systems, identification and recording locations/ users.
 3.2 Review ways of sharing resources with other learning Sharing resources with other learning professionals: Including: central
professionals location and storage; cataloguing, identification and indexing of topics/
use; intranet, shared internet storage sites, access to VLE, networking,
input in team meetings, loans, shared development, systems for sharing/
exchanging resources, lists on websites for loans to satellites/ partners
and arrangements for shadowing/training in use of resources.
4. Understand legal requirements and 4.1 Review legal requirements and responsibilities relating to Legal requirements and responsibilities: Including: ownership of
responsibilities relating to the the development and use of resources resources, personal liability issues, licences, copyright, plagiarism, data
development and use of resources protection, photocopying permissions, correct storage, health and safety
issues, risk assessments, regulations relating to internet materials,
downloading, file sharing, requirements for training/ supervision and
safeguarding issues.
4.2 Analyse the implications of intellectual property rights and Intellectual property rights and copyright: E.g. contracts, licences,
copyright for the development and use of resources ownership, permissions for use, authorship and citations.
5. Be able to evaluate own practice in 5.1 Evaluate the effectiveness of own design and use of Effectiveness of own design and use of resources: Including: evaluation of
relation to development and use of resources to engage and meet the individual needs of development/ use of resources, suitability in meeting needs of learners,
resources in own specialist area learners in own specialist area effectiveness in fulfilling intended purpose, flexibility, shelf life, need for
updating, limitations, use of technologies, opportunities for refinement/
improvement etc.
5.2 Identify own strengths and areas for improvement in Strengths and areas for improvement: Covering: effectiveness, scope for
relation to development and use of resources in own widening use, adaptations needed, flexibility to meet needs of learners,
specialist area ability to assess impact, need for additional/ improved skills, training
needs analysis, development of alternatives, more effective approaches
etc.
5.3 Plan opportunities to improve own skills in development Planning opportunities to improve own skills: E.g. evaluation of practice,
and use of resources in own specialist area reviews, feedback from peers/ learners, identification of training
opportunities, availability of resources, development of intranet and VLE
materials, CPD, internal/ external events and conferences, work
shadowing, secondments, additional courses.
Unit 30 Guidance on Delivery and Assessment

Delivery

This unit develops the learner’s knowledge of the purpose and use of resources in own specialist area to enable
them to develop and use inclusive resources, understand how to organise and enable access to resources.
Learners will also consider the legal requirements and responsibilities relating to the development and use of
resources and be able to evaluate own practice in relation to development and use of resources in own specialist
area.

Assessment

This unit assesses knowledge and understanding, assessment is by portfolio, internally set and marked by the
centre and quality assured by the Awarding Body. It must be assessed using methods appropriate to the
assessment of knowledge and understanding; these can be assessed by a variety of methods.

All Assessment criteria must be met

Links

This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong
learning sector.