Developing, Using and Organising Resources in a Specialist Area

Assignment Brief
DET Sep 2021 Group c – 1st Semester
Assignment front sheet

Qualification Unit number and title
BTEC Level 5 Diploma in Education and Training Unit 13 – Developing, Using and Organising
Resources in a Specialist Area
Unit Reference no: H/505/1090 Level: 5
Guided learning hours: 50 Credit value: 15
Assessor: Mr Alex Addo Internal Quality Assurer: Dr Anwarul Haque
Issue date Submission deadline
11/10/2021 7/02/2022
Assignment title
Developing, Using and Organising Resources in
Education

 

Learner declaration
I certify that the work submitted for this assignment is my own and research sources are
fully acknowledged. I understand that false declaration is a form of malpractice.
Student signature: Date:

2 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
This assignment brief consists of the following FOUR tasks:

Task Assessment Criteria Evidence types
Task1 1.1
2.3
3.1
Report
Task 2 1.2
2.1, 2.2, 2.4
3.2
Report
Task 3 2.5, 2.6
5.1, 5.2, 5.3
Portfolio Evidence
Task 4 4.1, 4.2 Academic poster

On completion of this unit you will: 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.
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
There is no external paper requirement for
this unit.
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
2.

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
4.
Evidence requirements

Learning outcomes
3 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
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.
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.
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:
Developing knowledge and achieving outcomes

• • • • •
Presentation/slide show/hand outs and observation form
Assignment/Report
Products (Produced plan and teaching resources) and self
explanation
Poster
Reflective accounts
5.
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.
3.

Aim of this assignment
Task 1: Report Reference criteria: 1.1, 2.3 and 3.1
4 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
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 2: Report Reference criteria: 1.2, 2.1, 2.2, 2.4 and 3.2
5 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
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 of
resources in own specialist area.
5.3
Plan opportunities to improve own skills in development and use of resources in own
specialist area
Evidence types: 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 or 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.
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:
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
Task 3: Portfolio evidence Reference criteria: 2.5, 2.6, 5.1, 5.2 and 5.3
Task 4: Academic Poster Reference criteria: 4.1 and 4.2
6 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
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.
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 in
detail 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.
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 978184441937
Wallace 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
http://www.iupui.edu/~cletcrse/course_mat/03_resources/html/course_files/3_10.html
Bloom taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.ereadia.com/research/How_Larger_Font_Size_Affects_Reading.pdf
http://www.teachhub.com/5-teaching-strategies-keep-class-interesting
http://thespoke.earlychildhoodaustralia.org.au/extending-learning-activities/
https://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james
List of books and websites
Additional guidance

7 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area
Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria
determine the standard required to achieve the unit.

Learning outcomes Assessment criteria Unit amplification
1 Understand the
purpose and use of
resources in own
specialist area
1.1 Explain the purpose of
resources in learning and
teaching
Teaching resources, e.g. supporting teaching, visual prompts
or stimulation, variation and diversification of approaches,
providing opportunities to develop ICT skills, more
memorable, an alternative to the ‘real thing’, opportunities to
actively engage learners.
Learning resources, e.g. engage different learning styles,
provide hands-on opportunities for use of specialist tools or
equipment, reinforcing learning, supporting and motivating
individual learning, fostering independent learning through
extended learning.
1.2 Evaluate the effectiveness of
specific resources from own
specialist area in meeting
individual learning needs
Effectiveness of specific resources, e.g. specific to knowledge
content, addressing and developing required skills, matched
to abilities of learners, appropriate level of challenge, linked
to desired learning outcomes, actively involving learners,
supporting individual learning and study, aid to
demonstration, the value of ‘real thing’, simulation when ‘real
thing’ is unavailable, extending learning, use of new
technologies.

8 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area

Learning outcomes Assessment criteria Unit amplification
2 Be able to develop
and use inclusive
resources in own
specialist area
2.1 Analyse principles of resource
design
Principles of resource design, e.g. meeting learning needs,
VAK, positive contribution to consolidating learning, fit-for
purpose, links to preferred learning styles, addressing
learning domains (Bloom), sufficient quality and quantity,
current content, simple measure of gobbledygook, i.e. SMOG
test readability, employing Swedish Execution Time Analysis
tool, i.e. SWEET analysis, cost effective, health and safety or
risk assessment requirements, user friendly.
2.2 Evaluate sources that inform
resource development in own
specialist area
Sources to inform development, e.g. exploring existing good
practice with peers and colleagues, library or study centre
provision, internet resources to inform specific subject or
area, networking with subject specialists, individual learners.
Formal sources, e.g. advice and guidance from awarding
organisation, subject journals, online reviews, vocational
sector skills bodies, industry, professional bodies, commercial
providers.
2.3 Analyse how theories,
principles and models of
inclusive curriculum design can
be used to inform resource
development in own specialist
area
Theories, principles and models, e.g. NeuroLinguistic
Programming i.e. NLP to engage different aspects of learning
(Bandler & Grinder), addressing learning domains (Bloom,
Romiszowski), reinforcing experiential learning cycle (Kolb),
building knowledge and skills (Dale), addressing different
levels of need (Maslow), development of flexible/blended
resources for extended learning opportunities, virtual
learning environment, i.e. VLE.

9 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area

Learning outcomes Assessment criteria Unit amplification
2.4 Analyse ways in which
resources can be adapted to
enable an inclusive approach in
own specialist area
Adapting resources, e.g. paper-based, e.g. adapt language to
purpose, SMOG test for readability level, change of paper
colour, alter font type and size, use of images and white
space, providing alternatives at different levels; others, e.g.
allowing learners to adapt own resources, appropriate use of
PowerPoint, change environment and workplace resources,
modify tools or equipment; technology e.g. software,
hardware, online web based, VLE.
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
Specialist resources, e.g. handouts, case studies, notes,
textbooks, artefacts, models, equipment, exemplar
materials, adaptation commercial packages for specific use,
tools or equipment for specific purpose, user guides to
involve use of computers or equipment.
New and emerging technologies, e.g. videos or DVD,
resource packs of internet materials, virtual learning
environment (VLE) materials, active board materials,
e-learning study centre resources.
2.6 Employ resources to engage
and meet the individual needs
of learners in own specialist
area
Meeting needs, e.g. allowing for greater diversification, clear
and legible, more interesting learning, effective use of time,
varying approaches, differentiation, supporting and
extending learning, providing opportunities for functional
skills, opportunity to actively engage learners, appropriate
level of challenge, encouraging learning, opportunities for
individualised and flexible learning.

10 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area

Learning outcomes Assessment criteria Unit amplification
3 Understand how to
organise and
enable access to
resources
3.1 Explain ways in which
resources can be classified and
stored
Classification, e.g. clear and logical classification system for
retrieval, systematic filing and management of resources,
maintaining current and archive documents, produce and
maintain appropriate catalogues.
Storage, e.g. suitable storage system for materials, secure
environment for tools and equipment, suitable protection and
storage of tapes and discs including computer floppy discs or
USB devices, limited access for security, booking or issuing
system to minimise losses.
3.2 Review ways of sharing
resources with other learning
professionals
Sharing resources, e.g. identifying common resources,
creation and use of central resource bank, making catalogues
of resources available to users, intranet for common-user
storage, access to VLE (e.g. Moodle), networking with
interested parties, system for trading resources, inter
organisation loans, dissemination of good practice, offering
training opportunities.

11 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area

Learning outcomes Assessment criteria Unit amplification
4 Understand legal
requirements and
responsibilities
relating to the
development and
use of resources
4.1 Review legal requirements and
responsibilities relating to the
development and use of
resources
Legal requirements and responsibilities, e.g. copyright
legislation, plagiarism, data protection, photocopying
restrictions, personal liability issues, storage of materials in
line with licensing agreements, sponsorship restrictions,
awareness of specific regulations relation to internet
materials and access, health and safety requirements, risk
assessment, training for use of equipment.
4.2 Analyse the implications of
intellectual property rights and
copyright for the development
and use of resources
Intellectual property rights and copyright ,e.g. awareness of
organisation and contractual obligations in relation to
materials or resources produced during contracted hours,
personal intellectual property rights for resources generated
outside of contracted hours, restrictions on copying,
acknowledgement of authorship in referencing where
possible and appropriate.

12 | U n i t 1 3 – Developing, Using and Organising Resources in a Specialist Area

Learning outcomes Assessment criteria Unit amplification
5 Be able to evaluate
own practice in
relation to
development and
use of resources 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
Effectiveness of resources, e.g. SWEET analysis, fit for
purpose, appropriate to subject and learners, suitable level,
good visual impact, legibility of printed materials, recognising
limitations, adaptable to need, actively engaging learners,
providing for flexible and extended learning opportunities,
use of new and emerging technologies, encouraging
independent learning, cost effective, appropriate use of time
and materials.
5.2 Identify own strengths and
areas for improvement in
relation to development and
use of resources in own
specialist area
Strengths, e.g. confidence in using range and variety of
resources, awareness of impact, opportunities for
differentiation of resource design, practical skills needed to
adapt design and use resources to address a range of
learners’ needs, embedding opportunities for use of ICT.
Areas for improvement, e.g. skills audit, subject up-dating,
alternative approaches, exploring and developing new
technologies, developing blended learning to allow for flexible
or distance learning, identifying range of specific learning
needs to address diversity.
5.3 Plan opportunities to improve
own skills in development and
use of resources in own
specialist area
Opportunities to improve own skills, e.g. action planning as
result of observations and evaluation of practice, review
resources available, development of intranet and virtual
learning environment, i.e. VLE materials, internet research,
awarding organisation events, updating in industrial or
vocational area, participate in good practice groups, work
shadowing, observation of more experienced colleague in
same area, observing practice in developing resources in
different contexts, working alongside a specialist, negotiating
with learners, retraining.