Teaching & Education

    City College Norwich Qualifications
    Vocational

    Specification: 600/1714/4

    The CITY-COLLEGE-NORWICH-QUALIFICATIONS Vocational Teaching & Education specification covers 10 topics with 16 learning objectives (600/1714/4). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    This subject will help you develop key knowledge and skills required for exam success.

    10

    Units

    16

    Learning Outcomes

    38

    Assessment Guidance

    40

    Key Skills

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    Key Features

    • Master key concepts
    • Develop exam technique
    • Apply knowledge effectively

    Common Exam Mistakes

    Pitfalls to avoid in your exams

    • •Confusing supported employment with sheltered workshops or day programmes, failing to recognise the core requirement of competitive, integrated community employment.
    • •Misinterpreting Social Role Valorisation as solely about independence, rather than about enhancing social image and competence to enable valued roles.
    • •Treating vocational profiling and job matching as a one-off administrative task, rather than an ongoing, collaborative process that adapts to changing circumstances.
    • •Overlooking the importance of systematic instruction in the job matching process, assuming that good job matches alone ensure success without considering the need for structured on-the-job training.
    • •Assuming that TSI is only relevant for people with severe disabilities, instead of understanding its principles as a continuum of support that can be tailored to varying levels of need.
    • •Providing a superficial self-evaluation that only describes general feelings (e.g., 'I felt the session went well') without objective analysis of specific teaching behaviours or learner outcomes.
    • •Collecting feedback but failing to synthesise it into actionable insights; merely attaching testimony without explaining how it contributes to reflective learning.
    • •Setting goals that lack one or more SMART elements—often goals are too vague (e.g., 'improve my instruction') or lack a defined timeframe or measurement criteria.

    Top Examiner Tips

    Expert advice for exam success

    • •When discussing historical context, structure your answer around distinct phases (e.g., institutional era, deinstitutionalisation, community inclusion) and critically evaluate their impact.
    • •Use concrete examples to link SRV to practice: for instance, describe how a supported employment job coach uses feedback to enhance a worker's social competence and perceived value.
    • •In assignments, explicitly reference Marc Gold's 'Try Another Way' approach and how TSI has evolved, such as the use of natural cues and self-management strategies.
    • •Ensure you can apply the concepts of vocational profiling and job matching to a case study, demonstrating how you would identify job preferences, skills, and support needs.
    • •Prepare to discuss TSI as a flexible methodology—explain how fading and task analysis can be adjusted for learners with different support requirements.
    • •Use a structured reflective model (such as Gibbs or Kolb) to frame your self-evaluation, ensuring you move beyond description to deep analysis and planning.
    • •When gathering feedback, use a mix of methods (e.g., observation notes, questionnaires, verbal feedback) and always reference these sources in your reflective account to demonstrate triangulation.
    • •Present your SMART plan as a table or clear list, and cross-reference each goal back to a specific area for improvement identified in your self-evaluation or feedback analysis.

    Qualification Units

    10 units

    How this qualification is graded

    Vocational qualifications are marked against criteria, not an exam percentage. Each unit is assessed across three bands - build up from Pass by applying your knowledge to realistic workplace scenarios.

    Pass

    Accurately describe and explain the core knowledge for the unit and link it to the given scenario.

    Merit

    Apply and analyse that knowledge in detail, showing why it matters in the workplace context.

    Distinction

    Evaluate and justify decisions, weigh up alternatives and make well-reasoned professional recommendations.

    Values, context and definition of supported employment

    This subtopic traces the historical context of service provision for people with learning disabilities, from institutionalisation to the community integration movement grounded in Social Role Valorisation (SRV). It delves into the supported employment model as a practical application of SRV, emphasizing zero rejection, job carving, and natural supports. Learners will explore the critical role of vocational profiling and job matching in achieving sustainable employment outcomes, and how Training in Systematic Instruction (TSI), pioneered by Marc Gold, provides a structured methodology to teach work skills to individuals with the most significant disabilities, while being adaptable to broader support needs.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes10 guidance points

    Personal reflection for improving practice

    This element focuses on the systematic self-evaluation of instructional practice within the TSI framework, requiring practitioners to critically assess their strengths and weaknesses, actively seek and integrate feedback from tutors and peers, and formulate a clear, SMART-based development plan to drive continuous professional improvement.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes6 guidance points

    Identification of training and informing strategies

    This subtopic focuses on selecting appropriate training and informing strategies within systematic instruction. It explores various hands-on assistance types and the hierarchy of prompts to support learners effectively while minimizing dependence. The practical application involves designing tailored interventions that optimize learning, prevent learned helplessness, and promote self-initiation through strategic fading and feedback.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    7 learning outcomes10 guidance points

    Recording the trainee’s progress

    This element focuses on the systematic documentation of a trainee's progress during skill acquisition, emphasising the critical role of recording initial performance data, ongoing progress metrics, and criterion-based benchmarks. Accurate records enable trainers to evaluate instructional effectiveness, make data-driven adjustments, and ensure trainees meet required competency standards in vocational settings.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes6 guidance points

    Analysing the task to be trained

    This subtopic equips trainers with the skills to deconstruct a job or task into its constituent parts for instructional purposes. It emphasises the importance of systematic observation, identifying routines, and organising sequential or non-linear steps to create clear, logical training breakdowns. Proper task analysis ensures all aspects, including health and safety protocols, are integrated into training design, supporting effective and compliant skill transfer.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes10 guidance points

    Practice in task preparation techniques

    This topic explores the systematic preparation required to teach practical tasks using the Training in Systematic Instruction (TSI) method. It emphasises the importance of aligning task analysis with the natural learning process, ensuring that instruction is structured, consistent, and tailored to the learner's needs. Effective task preparation involves breaking down tasks into manageable steps, identifying necessary resources, and planning appropriate prompts or supports to facilitate skill acquisition and independence.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes6 guidance points

    Using TSI techniques for a practical activity

    This subtopic focuses on applying the Training in Systematic Instruction (TSI) method to teach practical activities to individuals with learning disabilities. It involves breaking down tasks into teachable steps, using appropriate prompts, systematically fading support, and collecting data to plot learning curves that evidence skill acquisition and self-initiation. The approach emphasizes person-centred planning and critical reflection to continuously adapt training to the trainee's needs.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes9 guidance points

    Understand topographical and functional correctness and judgement and discreet steps in a task

    This subtopic examines the essential distinction between topographical and functional correctness in task execution, emphasising that learners must not only perform steps in the exact required sequence and physical form (topographical) but also achieve the intended outcome (functional). Additionally, it differentiates between discreet steps—observable, repeatable actions—and judgment steps, which involve decision-making based on environmental or contextual cues. Understanding these concepts is vital for instructional design, as it directly influences how tasks are analysed, taught, and assessed in vocational training.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes8 guidance points

    Presenting information in an accessible way

    This subtopic explores how to design and deliver instruction that ensures information is accessible to all learners, regardless of disability or prior experience. It focuses on the principle that with efficient organisation and presentation, even individuals with severe disabilities can engage with complex information systems, and that accessibility is enhanced by recognising the influence of past exposure on interpretation skills. In practice, this underpins inclusive training and systematic instruction within TSI frameworks.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes6 guidance points

    The role of the trainer in managing underachievement

    This subtopic examines the trainer's critical role in countering underachievement among learners with learning disabilities by understanding the profound impact of historical failure, low societal expectations, and deskilling. It explores how trainers must adapt their practice to accommodate varying learning rates, including plateaus and temporary regressions, through systematic instruction and errorless learning techniques to build learner confidence and independence.

    CCNQ Level 3 Certificate In Training in Systematic Instruction (TSI) (QCF)

    1 learning outcomes7 guidance points

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    City College Norwich Qualifications Vocational Teaching & Education