Open Awards
Level 3
QN: 610/3356/X
Curriculum Active
Open Awards Level 3 Certificate in Supporting the Teaching of UEB Braille (RQF)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Occupational Qualification. Total guided learning hours: 150 hours.
Qualification Level
Level 3
Awarding Body
Open Awards
Syllabus Units
3 Units
Guided Hours
150 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
Barriers and Approaches to Braille Learning
Verified
Key Learning Objectives:
- Understand the issues involved in choosing tactile Braille as a medium for communications 1.1 Identify the issues involved in choosing braille as a medium for communication.1.2 Describe ways in which these issues can be managed or mitigated.2.
- Understand the factors which affect the acquisition of tactile Braille skills 2.1 Describe the special processes involved in the acquisition of tactile Braille skills in terms of
- Emotional, motivational and physical factors.
- Development of pre-reading Braille recognition
- The unique aspect of the code ( the use of contractions, rules, linear nature).
- The effect of the above on the nature of reading for the tactile learner (e.g. the development of reading speed, access to information.)
- Sustainability and preparation of learning materials, including personalised materials.3 Understand the importance of tailoring a Braille learning programme to an individual student 3.1 Give at least two examples of factors which may affect the learning of a Braille student. 3.2 Provide suggestions for solution of the challenges presented in 3.1.3.3 Tailor a Braille learning programme to the individual needs of a learner.4 Develop a person-centred approach to teaching Braille which meets the needs of a student 4.1 Demonstrate an informed and sensitive approach to the student, including appropriate intervention and positive feedback.4.2 Use teaching and learning approaches, resources and assessment methods which are appropriate to individual student needs.4.3 Communicate with students in a way that meets their individual needs.4.4 Provide constructive feedback to learners to meet their individual needs.5. Show familiarity with at least three Braille learning outcomes 5.1 Present a comparative analysis of three Braille learning schemes in terms of
- Use of language
- Suitability/application
- Balance of reading/writing tasks
- Flexibility (stand-alone or used with other schemes)
- Availability
- Accessibility by both student and teacher
2
Roles and Responsibilities of a Braille Teacher
Verified
Key Learning Objectives:
- Understand the responsibilities in education and training 1.
- Explain the teaching role and responsibilities1.2 Explain the additional responsibilities for teachers of Braille.1.3 Summarise key aspects of legislation, requirements and codes of practice in relation to the role and responsibilities of a Braille teacher.1.4.
- Explain the importance of promoting equality and ways to do so.1.5 Explain the importance of valuing diversity and ways to do so.1.6 Explain why it is important to identify and meet individual learner needs.2.
- Understand ways to maintain a safe and supportive learning environment2.
- Give at least three examples of ways to maintain a safe and supportive learning environment.2.
- Explain why it is important to promote appropriate behaviour and respect for others3.
- Explain the boundaries between the teaching role and other professional roles.3.
- Describe points of referral to meet the individual needs of learners.
3
Teaching and Assessing UEB Braille
Verified
Key Learning Objectives:
- Use inclusive teaching and learning approaches to teach Braille 1.11.1 Describe the features of inclusive learning and teaching1.2 Compare the strengths and limitations of teaching and learning approaches used to teach Braille, in relation to meeting individual needs1.3 Explain why it is important to create an inclusive learning and teaching environment.1.4 Give examples of two ways to motivate students.1.5 Give at least three examples of ground rules that a teacher may set with learners2.
- Understand assessment in education and training2.1 Explain the different types of assessment used in education and training, stating their purpose in each case.2.2 Explain the functions of assessment in learning development,2.3 Provide at least three examples of how assessment arrangements can be adapted to meet the needs of individuals.2.4 Explain how to judge whether evidence is
- Current2.5 Explain how to ensure that assessment decisions are
- Made against the specified criteria
- Fair2.6 Explain the role of quality assurance in the assessment process.2.7 Explain why it is important to involve the learners and others in the assessment process.2.8 Summarise types of information that should be made available to learners and others involved in the assessment process.
Regulatory & Verification Details
- Qualification Number (QN)
- 610/3356/X
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Occupational Qualification
- Operational Start
- Nov 2023