Choosing and Making Learning Resources — Ascentis Entry Level Foundations for Learning Revision

    This element focuses on the practical skill of selecting and creating learning resources to support English language teaching. Learners will explore how to

    Topic Synopsis

    This element focuses on the practical skill of selecting and creating learning resources to support English language teaching. Learners will explore how to identify appropriate criteria, such as language level, learner goals, and cultural relevance, and apply these to both choosing existing materials and designing original ones. The aim is to develop resourcefulness and adaptability in volunteering contexts where bespoke materials can enhance learner engagement and progress.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Choosing and Making Learning Resources

    ASCENTIS
    vocational

    This element focuses on the practical skill of selecting and creating learning resources to support English language teaching. Learners will explore how to identify appropriate criteria, such as language level, learner goals, and cultural relevance, and apply these to both choosing existing materials and designing original ones. The aim is to develop resourcefulness and adaptability in volunteering contexts where bespoke materials can enhance learner engagement and progress.

    6
    Learning Outcomes
    4
    Assessment Guidance
    5
    Key Skills
    5
    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    Ascentis Level 2 Award in Volunteering to Support English Language Teaching and Learning

    Topic Overview

    The Ascentis Level 2 Award in Volunteering to Support English Language Teaching and Learning is designed for individuals who wish to volunteer in ESOL (English for Speakers of Other Languages) settings. This qualification equips learners with the knowledge and skills to assist qualified teachers in supporting non-native English speakers, helping them develop language proficiency and integrate into English-speaking communities. It covers key areas such as understanding the role of a volunteer, supporting language learning activities, and promoting equality and diversity in the classroom.

    This award is part of the Foundations for Learning suite, which focuses on building essential life skills and employability. By completing this qualification, volunteers gain confidence in working with diverse groups, learn effective communication strategies, and understand how to create an inclusive learning environment. It is particularly valuable for those considering a career in teaching, community work, or international development, as it provides practical experience and a recognised credential.

    The qualification emphasises the importance of cultural sensitivity and adaptability. Volunteers learn to support learners from various linguistic and cultural backgrounds, using techniques such as scaffolding, modelling, and error correction. They also explore how to use authentic materials and real-life contexts to make language learning relevant and engaging. This foundation enables volunteers to make a meaningful impact on learners' lives while developing transferable skills for their own personal and professional growth.

    Key Concepts

    Core ideas you must understand for this topic

    • →Role and responsibilities of a volunteer: Understanding boundaries, confidentiality, and working under the guidance of a qualified teacher.
    • →Supporting language acquisition: Using techniques like repetition, visual aids, and simplified language to reinforce learning.
    • →Promoting equality and diversity: Recognising and respecting cultural differences, and adapting support to meet individual needs.
    • →Classroom management: Assisting with group activities, maintaining a positive learning environment, and managing behaviour appropriately.
    • →Reflective practice: Evaluating one's own performance and seeking feedback to improve volunteer effectiveness.

    Learning Objectives

    What you need to know and understand

    • Analyse criteria for effective language learning materials
    • Select appropriate existing resources based on specific learner profiles
    • Design and produce original learning aids to support language acquisition
    • Evaluate the suitability of materials for diverse learning contexts
    • Apply principles of resource adaptation to meet individual needs
    • Justify resource choices with reference to pedagogical theory

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly defining and applying appropriate selection criteria, such as linguistic level, relevance, and engagement.
    • Award credit for demonstrating the ability to locate and evaluate existing resources, with justification for their suitability.
    • Award credit for creating at least one original learning resource that is tailored to a specific learner or group, with evidence of its intended use.
    • Award credit for reflecting on the effectiveness of chosen or made resources in meeting learner needs.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Document your decision-making process thoroughly, showing how each resource meets identified criteria from the learner’s perspective.
    • 💡Include photographic or video evidence of your original resources in use, with annotations explaining their purpose and impact.
    • 💡Critically evaluate a range of resources, not just your favourites, to demonstrate breadth of understanding.
    • 💡Reference basic ELT methodology when justifying choices, e.g., linking to communicative or task-based approaches.
    • 💡Use specific examples from your volunteering experience to illustrate how you applied key concepts, such as adapting an activity for a learner with limited literacy.
    • 💡Show understanding of the volunteer's role boundaries by clearly stating when you would refer a learner to the teacher for issues beyond your remit.
    • 💡Demonstrate awareness of equality legislation (e.g., Equality Act 2010) and how it applies to creating an inclusive learning environment.

    Common Mistakes

    Common errors to avoid in your coursework

    • Ignoring the learner’s current language proficiency and interests when selecting or creating materials.
    • Over-reliance on pre-made resources without adapting them to the specific context or learner group.
    • Focusing on visual appeal at the expense of pedagogical soundness or clarity of learning purpose.
    • Neglecting to consider cultural sensitivities or inclusivity in resource content.
    • Failing to link materials to clear learning objectives or language skills development.
    • Misconception: Volunteers can plan and deliver lessons independently. Correction: Volunteers work under the direction of a qualified teacher and should not take on teaching responsibilities without supervision.
    • Misconception: All learners progress at the same pace. Correction: Language learners have different starting points and learning styles; volunteers must adapt their support accordingly.
    • Misconception: Correcting every error is helpful. Correction: Over-correction can demotivate learners; volunteers should focus on errors that impede communication and use positive reinforcement.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of the English language and communication skills.
    • •Interest in working with diverse groups and supporting language learning.
    • •Completion of a safeguarding or health and safety induction (often provided by the placement organisation).

    Key Terminology

    Essential terms to know

    • Identifying learner needs and criteria
    • Resource evaluation and selection
    • Creative material design
    • Adapting resources for inclusivity
    • Practical application in language support

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