What should I focus on for iCan Qualifications Limited End-Point Assessment Teaching & Education?

Structure your portfolio and professional discussion around the EPA plan’s themes—strategic consultancy, solution design, and evaluation—to ensure comprehensive coverage.

What should I focus on for iCan Qualifications Limited End-Point Assessment Teaching & Education? (2)

Use specific, authenticated workplace examples that clearly reference your role, the business problem, your actions, and the measurable outcome.

What should I focus on for iCan Qualifications Limited End-Point Assessment Teaching & Education? (3)

During the professional discussion, articulate how you embedded diversity, inclusion, and sustainability principles in your L&D practice.

What should I focus on for iCan Qualifications Limited End-Point Assessment Teaching & Education? (4)

Prepare to critically justify your choice of methods and tools, not just describe them; the assessor probes your reasoning and adaptability.

What should I focus on for iCan Qualifications Limited End-Point Assessment Teaching & Education? (5)

In your portfolio, clearly map each piece of evidence to the assessment criteria, and use professional terminology correctly to demonstrate knowledge depth.

What are common mistakes in iCan Qualifications Limited End-Point Assessment Teaching & Education?

Candidates often focus on training delivery rather than the full consultancy cycle, neglecting upfront diagnostic and evaluation phases.

What are common mistakes in iCan Qualifications Limited End-Point Assessment Teaching & Education? (2)

Insufficient evidence of stakeholder collaboration and communication, treating L&D as an isolated function.

What are common mistakes in iCan Qualifications Limited End-Point Assessment Teaching & Education? (3)

Confusing activity outputs (e.g., number of courses delivered) with genuine learning outcomes and business impact.

Teaching & Education

iCan Qualifications Limited

Vocational

Specification: 610/0040/6

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

Topics

Objectives

Exam Tips

Pitfalls

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Key Features

Master key concepts
Develop exam technique
Apply knowledge effectively

What Gets Top Grades

Distinction / Top Band

Knowledge & Understanding

Demonstrates comprehensive and accurate knowledge

Uses correct subject-specific terminology
Shows detailed understanding of concepts
Makes accurate connections between topics
Demonstrates depth beyond surface-level knowledge

Application

Applies knowledge effectively to new contexts

Selects relevant knowledge for the question
Adapts understanding to unfamiliar scenarios
Uses examples appropriately
Shows awareness of context

Analysis & Evaluation

Develops sophisticated analytical arguments

Constructs logical chains of reasoning
Considers multiple perspectives
Weighs evidence to reach justified conclusions
Acknowledges limitations and nuances

Key Command Words

iCan Qualifications Limited

State

1 mark

Give a single fact or term

Identify

1 mark

Name, select, or recognise

Outline

2 marks

Set out main features briefly

Describe

2-4 marks

Give an account of what something is like or what happens

Explain

3-6 marks

Give reasons with developed cause→effect chains

Compare

2-4 marks

State similarities AND differences (both required)

Analyse

6-9 marks

Examine in detail showing cause→effect→consequence chains

Evaluate

6-12 marks

Weigh up BOTH sides, reach JUSTIFIED conclusion

Assess

6-12 marks

Make judgments about importance with justification

Calculate

2-4 marks

Show formula→substitution→calculation→answer with units

Common Exam Mistakes

Pitfalls to avoid in your exams

•Candidates often focus on training delivery rather than the full consultancy cycle, neglecting upfront diagnostic and evaluation phases.
•Insufficient evidence of stakeholder collaboration and communication, treating L&D as an isolated function.
•Confusing activity outputs (e.g., number of courses delivered) with genuine learning outcomes and business impact.
•Over-reliance on generic L&D models without adapting them to the specific organisational context or critical analysis.
•Failure to explicitly link portfolio evidence to the EPA grading criteria, leading to missed opportunities for higher grades.
•Confusing mentoring with counselling or teaching—learners may overstep boundaries by providing directive advice rather than facilitating self-discovery.
•Failing to document safeguarding concerns properly, often due to unclear understanding of reporting procedures or confidentiality limits.
•Producing reflective accounts that are purely descriptive rather than analytical, lacking critical evaluation of the impact of their actions on mentee progress.

Top Examiner Tips

Expert advice for exam success

•Structure your portfolio and professional discussion around the EPA plan’s themes—strategic consultancy, solution design, and evaluation—to ensure comprehensive coverage.
•Use specific, authenticated workplace examples that clearly reference your role, the business problem, your actions, and the measurable outcome.
•During the professional discussion, articulate how you embedded diversity, inclusion, and sustainability principles in your L&D practice.
•Prepare to critically justify your choice of methods and tools, not just describe them; the assessor probes your reasoning and adaptability.
•In your portfolio, clearly map each piece of evidence to the assessment criteria, and use professional terminology correctly to demonstrate knowledge depth.
•During professional discussions, actively refer to specific experiences, models, and theories to support your answers, and articulate how you adapted your approach to individual mentee needs.
•Link theory to practice by referencing your own authentic assessment records, learner evidence, and reflective logs; this shows deep integration of knowledge and application.
•Explicitly demonstrate how you adapt assessment methods and communication to meet the needs of learners with different learning styles, language abilities, or support requirements.

Specification Topics

8 topics

iCQ Level 5 EPA for Learning and Development Consultant/Business Partner

This element forms the core content assessed during the End-Point Assessment for the Level 5 Learning and Development Consultant/Business Partner apprenticeship. It requires apprentices to evidence how they strategically diagnose organisational learning needs, design and commission effective L&D solutions, and evaluate impact in alignment with business objectives, demonstrating full competence as a consultative business partner.

iCQ Level 5 EPA for Learning and Development Consultant/Business Partner - Core Content

0 objectives4 tips5 pitfalls

iCQ Level 3 EPA for Learning Mentor

This subtopic focuses on the foundational competencies required of a Learning Mentor at Level 3, including the ability to build effective mentoring relationships, apply coaching and mentoring models in practice, and support learners’ personal and academic development. It emphasises the integration of safeguarding, professional boundaries, and reflective practice to ensure mentoring is safe, ethical, and impactful.

iCQ Level 3 EPA for Learning Mentor - Core Content

0 objectives2 tips3 pitfalls

iCQ Level 3 End Point Assessment for Learning and Skills Assessor

This subtopic covers the fundamental principles and practices of vocational assessment, requiring candidates to not only understand theoretical models but apply them in real-world contexts and demonstrate competence in core assessor skills such as planning, conducting, and reviewing assessments. It emphasizes the integration of knowledge and practical ability to meet End-Point Assessment standards. Successful candidates must evidence their ability to make valid and reliable decisions, maintain legal and ethical standards, and continuously improve their practice through reflective evaluation.

iCQ Level 3 End Point Assessment for Learning and Skills Assessor - Core Content

0 objectives5 tips5 pitfalls

iCQ Level 3 End Point Assessment for Teaching Assistant

This element covers the essential knowledge, skills, and behaviours required for a Teaching Assistant at Level 3, assessed through an End-Point Assessment (EPA). It ensures candidates can demonstrate understanding of child development, safeguarding, inclusive practice, and effective support strategies in real-world educational settings. The EPA verifies competency across core areas such as promoting positive behaviour, supporting literacy and numeracy, and collaborating with teachers and other professionals.

iCQ Level 3 End Point Assessment for Teaching Assistant - Core Content

0 objectives4 tips4 pitfalls

iCQ Level 3 EPA for Learning and Development Practitioner

This subtopic covers the foundational knowledge and skills required for the Learning and Development Practitioner end-point assessment, focusing on the apprenticeship standard and the core KSBs. It emphasises understanding of adult learning theories, training delivery methods, and how to effectively gather and present evidence for assessment. Mastery ensures apprentices can demonstrate their competence in real-world L&D contexts.

iCQ Level 3 EPA for Learning and Development Practitioner - Core Content

0 objectives3 tips3 pitfalls

iCQ Level 5 End Point Assessment for Learning and Skills Teacher

This subtopic covers the fundamental competencies required of a Learning and Skills Teacher. It includes understanding pedagogical theories, designing inclusive curricula, employing effective assessment methods, and maintaining professional standards within the further education sector. Mastery of these elements is essential for demonstrating occupational competence at the end-point assessment.

iCQ Level 5 End Point Assessment for Learning and Skills Teacher - Core Content

0 objectives4 tips4 pitfalls

iCQ Level 4 EPA for Assessor Coach

This element covers the core knowledge, skills, and behaviours required of an Assessor Coach at Level 4. It focuses on the principles and practices of vocational assessment and coaching, including planning assessments, making valid and reliable decisions, providing developmental feedback, and engaging in reflective practice to ensure continuous professional development and compliance with quality assurance requirements.

iCQ Level 4 EPA for Assessor Coach - Core Content

0 objectives4 tips4 pitfalls

iCQ Level 4 End Point Assessment for Learning and Skills Mentor

This subtopic covers the essential knowledge, skills, and behaviors required for the role of a Learning and Skills Mentor at Level 4. It focuses on the core principles of mentoring within educational and vocational settings, including the application of mentoring models, safeguarding, and professional standards. Learners are expected to integrate theory into practice, supporting mentees' development through structured guidance, assessment, and reflective practice to achieve occupational competence.

iCQ Level 4 End Point Assessment for Learning and Skills Mentor - Core Content

0 objectives5 tips5 pitfalls

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