resources in a
by Tasnim Jahan
The aim of the Unit
The unit aims to enable learners to develop, use,
and organise resources within a specialist subject,
vocational or other areas. 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
own practice in their development and use.
•Scheme of work
Checklist for Unit
• 1. Task B- Information Booklet (within the report)
• 2. Task C- 1x Lesson Plan & 1x Resource
30 May 2022
Formative submission: Week
Commencing 30 May 2022
|18 July 2022
Summative submission: Week
Commencing 18 July 2022
• LO 1. Understand the purpose and use of resources in own
• LO 2. Be able to develop and use inclusive resources in own
• LO 3. Understand how to organise and enable access to
• LO 4. Understand legal requirements and responsibilities
relating to the development and use of resources
• LO 5. Understand how to evaluate own practice in relation
to development and use of resources
➢Task A (Resource Report) covering the
Assessment Criteria of 1.1, 1.2 2.1, 2.2, 2.3, 2.4
➢Task B (Information Booklet) covering the
Assessment Criteria of 3.1, 3.2, 4.1, 4.2
➢Task C (Portfolio of Teaching Evidence)
covering the Assessment Criteria of 2.5, 2.6
➢Task D (Reflective Account and Plan) covering
the Assessment Criteria of 5.1, 5.2, 5.3
1.1 Explain the purpose of resources in teaching
1.2 Evaluate the effectiveness of specific resources
in meeting individual learning needs in teaching
and learning contexts.
2.1 Analyse the principles of resource design.
2.2 Evaluate sources that inform resource
development in own specialist area.
2.3 Analyse how theories, principles and models of
inclusive curriculum design can be used to inform
resource development in own specialist area.
2.4 Analyse ways in which resources can be
adapted to enable an inclusive approach in own
3.1 Explain ways in which resources can be
classified and stored.
3.2 Review ways of sharing resources with other
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
2.5 Design resources, including those that involve
new and emerging technologies, to engage and meet
the individual needs of learners.
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 won specialist area.
5.3 Plan opportunities to improve own skills in
development and use of resources in own specialist
Resources are all the items that you can use to help with
your job role and to teach and assess your subject.
Resources are those devices and procedures that help to
make teaching and learning more interesting, more
stimulating, more reinforcing and more effective.
What are Teaching Resources?
and Geoff Petty
equipment, props and
Handouts such as Worksheets
and Group Work activities.
Learn by doing, student led
Case Studies, Academic
Papers, text book
Site Visits for Field Research,
images, videos, PADLET and
Employer talks, Peers and
Learners stories plus
questioning techniques. Exemplars and
books and ICT.
• Supporting teaching
• To support differentiated tasks.
• Provide further explanation by using pictures.
• Support learners with special needs.
• Enrich activity by making it more interactive.
• Visual prompts or stimulation
• Variation and diversification of approaches
• Providing opportunities to develop ICT skills
• More memorable
• Opportunity to actively engage learners.
• 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
• Provide information for reference and many
• This should include accessibility, inclusivity, assessment,
and learning. This should also be used to plan, monitor, and
• You should cover 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’, and
opportunities to actively engage learners.
• Learning resources, for example, engage different learning
styles, provide hands-on opportunities for use of specialist
tools or equipment, reinforce learning, support and
motivate individual learning, foster independent learning
through extended learning
❖ Evaluate: Examine strengths and weaknesses, arguments for and
against, and/or similarities and differences. Judge the evidence from the
different perspectives and make a valid conclusion or reasoned
judgment. Apply current research or theories to support evaluation.
❖ Why is it important to meet the individual needs of the learners?
❖ What can you use to review the effectiveness of specific resources?
1.2: Evaluate the effectiveness of specific resources from own
specialist area in meeting individual needs
1.2: Evaluate the
from own specialist
area in meeting
specific resources in
learning needs in
• 1. Why is it important to meet the individual needs of the
• 2. What can you use to review the effectiveness of specific
resources? – ; through learner feedback, standardisation
meetings, and comments from external sources such as
examiners’ Points to be considered (at least 5).
• Consider specific to knowledge content, addressing and
developing required skills, matched to abilities of learners,
the 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.
• Gravells, A. (2017) Principles & Practices of Teaching &Training,
• Manchin, L. (2016) A Complete Guide to the Level 5 diploma in
Education & Training, 2nd ed. St Albans, Critical publishing.
• Petty , G. (2009)Teaching Today-A practice Guide, 4th ed. UK, Nelson
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